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Jihadists and refugees at the theatre: Global conflicts in classroom practices in Sweden
University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.ORCID iD: 0000-0002-5192-6327
University of Gothenburg, Department of Literature, History of Ideas and Religion, Box 200, Gothenburg, S-405 30, Sweden.
University West, School of Business, Economics and IT, Division of Business Administration. University of Gothenburg, Department of Education, Communication and Learning, Box 100, Gothenburg, S-405 30, Sweden.
2019 (English)In: Education Sciences, E-ISSN 2227-7102, Vol. 9, no 2, article id 80Article in journal (Refereed) Published
Abstract [en]

In democratic societies schools have an obligation to address complex societal issues such as ethnic/religious tensions and social conflicts. The article reports an exploratory study of how theatre plays were used in upper-secondary schools to generate pedagogically relevant platforms for addressing the current Middle East conflicts and their impact on European societies in the context of religious education and civics. The schools are situated in areas with substantive migrant populations of mixed backgrounds, and this has implications for how these issues are understood as a lived experience. In the same classrooms, there were students who had refugee backgrounds, who represented different interpretations of Islam, and religion more generally, and whose families were victims of terrorism. There were also students with strong nationalist views. The study is ethnographic documenting theatre visits and classroom activities in relation to two plays about the Middle East situation. The results show that plays may open up new opportunities for addressing these issues, but that they may also be perceived as normative and generate opposition. An interesting observation is that a play may generate space for students to tell their refugee story in class, which personalized the experience of what it means to be a refugee. © 2019 by the authors. Licensee MDPI, Basel, Switzerland.

Place, publisher, year, edition, pages
2019. Vol. 9, no 2, article id 80
National Category
Didactics Religious Studies Pedagogy
Identifiers
URN: urn:nbn:se:hv:diva-14464DOI: 10.3390/educsci9020080Scopus ID: 2-s2.0-85068426337OAI: oai:DiVA.org:hv-14464DiVA, id: diva2:1357051
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Swedish Research Council, 2016-03605Available from: 2019-10-02 Created: 2019-10-02 Last updated: 2019-10-02

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Kittelmann Flensner, Karin

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