Ändra sökning
Avgränsa sökresultatet
12 1 - 50 av 60
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Träffar per sida
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
Markera
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 1. Bukhori, Ahmad
    et al.
    Surian, Alessio
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    An Analysis of Curricula and Discourses of Religious Literacy in Three National Contexts2024Ingår i: Religious Literacy in Secular Religious Education: Nordic Perspectives and Beyond / [ed] Daniel Enstedt, Karin K. Flensner, Wilhelm Kardemark, Münster: Waxmann Verlag, 2024, s. 215-236Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    Book abstract:

    In this volume, questions are addressed revolving around religious literacy and education. The term religious literacy is explored as the ability to discern and analyze intersections of religion with social, political, and cultural life in pluralistic societies. Questions about what types of religious literacies are possible in a non-confessional, and even secular, educational context are in focus. It delves into the intricate relationship between religious literacy, religious education in the Nordic countries, and the development of subject knowledge and generic abilities. The Nordic countries, as modern secular welfare states with shared characteristics, provide an intriguing framework for comparison. The exploration of variations in the organization, content, and goals of religious education in Finland, Denmark, Norway, and Sweden sheds light on the process of shaping educational content within specific historical and societal contexts and the anthology broadens its scope by incorporating global perspectives from the Indian, Italian, and Indonesian contexts.

    The volume features contributions from 18 researchers who explore empirical, methodological, and theoretical aspects of religious literacy and education. The concept of religious literacy, encompassing both knowledge and generic skills, proves to be indispensable for navigating the diverse religious and non-religious worldviews present in pluralistic societies.

    Tailored for students, educators, education researchers, and policymakers, this anthology contributes to the ongoing discourse on religious literacy. It not only provides valuable insights into the Nordic educational landscape but also fosters a global dialogue on the crucial role of education in understanding diverse worldviews.

  • 2.
    Enstedt, Daniel
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Religious Empathy and Religious Literacy in Non-Confessional Religious Education2024Ingår i: Religious Literacy in Secular Religious Education: Nordic Perspectives and Beyond / [ed] Daniel Enstedt, Karin K. Flensner, Wilhelm Kardemark, Münster: Waxman Verlag , 2024, s. 159-176Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    Book abstract:

    In this volume, questions are addressed revolving around religious literacy and education. The term religious literacy is explored as the ability to discern and analyze intersections of religion with social, political, and cultural life in pluralistic societies. Questions about what types of religious literacies are possible in a non-confessional, and even secular, educational context are in focus. It delves into the intricate relationship between religious literacy, religious education in the Nordic countries, and the development of subject knowledge and generic abilities. The Nordic countries, as modern secular welfare states with shared characteristics, provide an intriguing framework for comparison. The exploration of variations in the organization, content, and goals of religious education in Finland, Denmark, Norway, and Sweden sheds light on the process of shaping educational content within specific historical and societal contexts and the anthology broadens its scope by incorporating global perspectives from the Indian, Italian, and Indonesian contexts.

    The volume features contributions from 18 researchers who explore empirical, methodological, and theoretical aspects of religious literacy and education. The concept of religious literacy, encompassing both knowledge and generic skills, proves to be indispensable for navigating the diverse religious and non-religious worldviews present in pluralistic societies.

    Tailored for students, educators, education researchers, and policymakers, this anthology contributes to the ongoing discourse on religious literacy. It not only provides valuable insights into the Nordic educational landscape but also fosters a global dialogue on the crucial role of education in understanding diverse worldviews.

  • 3. Enstedt, Daniel
    et al.
    Flensner, Karin K
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Kardemark, Wilhelm
    Introducing Religious Literacy and Education in the Nordic Countries2024Ingår i: Religious Literacy in Secular Religious Education: Nordic Perspectives and Beyond / [ed] Daniel Enstedt, Karin K. Flensner, Wilhelm Kardemark, Münster: Waxman Verlag , 2024, s. 7-19Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    Book abstract:

    In this volume, questions are addressed revolving around religious literacy and education. The term religious literacy is explored as the ability to discern and analyze intersections of religion with social, political, and cultural life in pluralistic societies. Questions about what types of religious literacies are possible in a non-confessional, and even secular, educational context are in focus. It delves into the intricate relationship between religious literacy, religious education in the Nordic countries, and the development of subject knowledge and generic abilities. The Nordic countries, as modern secular welfare states with shared characteristics, provide an intriguing framework for comparison. The exploration of variations in the organization, content, and goals of religious education in Finland, Denmark, Norway, and Sweden sheds light on the process of shaping educational content within specific historical and societal contexts and the anthology broadens its scope by incorporating global perspectives from the Indian, Italian, and Indonesian contexts.

    The volume features contributions from 18 researchers who explore empirical, methodological, and theoretical aspects of religious literacy and education. The concept of religious literacy, encompassing both knowledge and generic skills, proves to be indispensable for navigating the diverse religious and non-religious worldviews present in pluralistic societies.

    Tailored for students, educators, education researchers, and policymakers, this anthology contributes to the ongoing discourse on religious literacy. It not only provides valuable insights into the Nordic educational landscape

  • 4. Enstedt, Daniel
    et al.
    Flensner, Karin K.Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.Kardemark, Wilhelm
    Religious Literacy in Secular Religious Education: Nordic Perspectives and Beyond2024Samlingsverk (redaktörskap) (Refereegranskat)
    Abstract [en]

    In this volume, questions are addressed revolving around religious literacy and education. The term religious literacy is explored as the ability to discern and analyze intersections of religion with social, political, and cultural life in pluralistic societies. Questions about what types of religious literacies are possible in a non-confessional, and even secular, educational context are in focus. It delves into the intricate relationship between religious literacy, religious education in the Nordic countries, and the development of subject knowledge and generic abilities. The Nordic countries, as modern secular welfare states with shared characteristics, provide an intriguing framework for comparison. The exploration of variations in the organization, content, and goals of religious education in Finland, Denmark, Norway, and Sweden sheds light on the process of shaping educational content within specific historical and societal contexts and the anthology broadens its scope by incorporating global perspectives from the Indian, Italian, and Indonesian contexts.

    The volume features contributions from 18 researchers who explore empirical, methodological, and theoretical aspects of religious literacy and education. The concept of religious literacy, encompassing both knowledge and generic skills, proves to be indispensable for navigating the diverse religious and non-religious worldviews present in pluralistic societies.

    Tailored for students, educators, education researchers, and policymakers, this anthology contributes to the ongoing discourse on religious literacy. It not only provides valuable insights into the Nordic educational landscape but also fosters a global dialogue on the crucial role of education in understanding diverse worldviews.

  • 5.
    Eyrumlu, Reza
    Högskolan Väst, Institutionen för individ och samhälle, Avd för socialpedagogik och sociologi.
    Garaate Goraane Gheyre Dini - Jeld 2 Din va Imane Dini- Ketab va goraane Dini: A study of the "Non-religious Koran", Vol. 2, Religion and Religious Faith- The Book and the "Religious Koran2007Bok (Övrigt vetenskapligt)
  • 6.
    Flensner, Karin K
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Ni ber på svenska, vi ber på tigrinja, det är den enda skillnaden2019Ingår i: Andetag, nr 2Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 7.
    Flensner, Karin K
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Religionskunskapsämnet i fokus: sekularitet och mångfald2019Ingår i: Religionskunskapsämnet i fokus: utmaningar och möjligheter / [ed] Franck, Olof, Hall, Emma & Lilljefors Persson, Bodil, Malmö: Föreningen lärare i religionskunskap, FLR , 2019, s. 89-102Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 8.
    Flensner, Karin K
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk. Högskolan Väst.
    Samma konflikter men olika inramning: Kontroversiella frågor relaterade till Mellanösternkonflikterna i religionskunskap och samhällskunskap2019Ingår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 3, s. 73-100Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The conflicts in the Middle East are not confined to a geographical area but have both a global and a local dimension. International conflicts, crises and acts of terrorism have consequences in the classroom practice, partly because current events are part of the content in social studies subjects, but partly because an increasing number of pupils have personal experiences and/or personal views on different aspects of these conflicts, also in relation to nationalist, xenophobic, antisemitic and islamophobic discourses. The overall aim of this paper is to investigate and compare how the Middle Eastern conflicts and related topics are raised within Religious Education and Social Studies. Are there differences in content and ways of talking in Religious Education compared to Social Studies and, if so, how? What implications have different subject framings for discourses and perspectives and hence, what becomes possible to learn? The study is based on participatory classroom observations of Religious Education and Social Studies at Swedish upper secondary schools. Interviews with teachers and focus group interviews with pupils have been conducted. The analyses indicate that migration, terrorism, anti-semitism, and islamophobia were major themes raised in relation to the conflicts in both subjects. The experiences of pupils largely affected classroom discourse. However, there were differences between how the conflicts were framed and discussed. In Religious Education, it was more common for teachers to downplay conflict perspectives and emphasize empathy, similarities and existential features while in Social Studies there was greater focus on formal ways of dealing with conflicts in terms of regulations and institutions.  

  • 9.
    Flensner, Karin K
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Teaching controversial issues in diverse religious education classrooms2020Ingår i: Religions, ISSN 2077-1444, E-ISSN 2077-1444, Vol. 11, nr 9, artikel-id 465Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In educational contexts, certain issues are perceived as controversial, since they reflect conflicts of interest and reveal divergent views. This is especially evident in debates related to religion in societies regarding themselves as secular but whose population is multi-religious. The aim of this article is to analyse how some issues that are considered controversial in the public debate are represented in the teaching of non-denominational and integrative Religious Education in a Swedish multicultural classroom practice, where the majority of students have a Muslim cultural background. The ethnographic empirical material consists of classroom observations of Religious Education lessons in upper secondary school. The analysis is based on the debate about how controversial issues ought to be taught—as empirically or politically open/settled or in a directive/non-directive way. The results indicate that a number of issues—divergent interpretations of religious narratives and religiously motivated rules, holidays, views of forgiveness, the Israeli–Palestinian conflict and abortion—were regarded as open political issues in classroom practice and these were taught in an open, non-directive way. Issues represented as settled were value-oriented issues related to female genital mutilation, forced marriage and child marriage and gender equality. The arguments supporting these values were mainly rooted in religion. © 2020 by the author. Licensee MDPI, Basel, Switzerland.

    Ladda ner fulltext (pdf)
    fulltext
  • 10.
    Flensner, Karin K
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Larsson, Göran
    Institutionen för pedagogik, kommunikation och lärande, Göteborgs Universitet, Göteborg.
    Yoga är okej, men får man sjunga O helga natt?: Gränsen mellan det konfessionella och det ickekonfessionella i svensk skola2021Ingår i: Känsliga frågor, nödvändiga samtal: att lära om och av kontroverser / [ed] Kittelmann Flensner, Karin, Larsson, Göran & Säljö, Roger, Lund: Studentlitteratur AB, 2021, 1, s. 163-177Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 11.
    Flensner, Karin K
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Larsson, Göran
    University of Gothenburg, Department of Literature, History of Ideas and Religion, Box 200, Gothenburg, S-405 30, Sweden.
    Säljö, Roger
    Högskolan Väst, Institutionen för ekonomi och it, Avd för företagsekonomi. University of Gothenburg, Department of Education, Communication and Learning, Box 100, Gothenburg, S-405 30, Sweden.
    Jihadists and refugees at the theatre: Global conflicts in classroom practices in Sweden2019Ingår i: Education Sciences, E-ISSN 2227-7102, Vol. 9, nr 2, artikel-id 80Artikel i tidskrift (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    fulltext
  • 12.
    Franck, Olof
    et al.
    Institutionen för didaktik och pedagogisk profession, Göteborgs universitet.
    Osbeck, ChristinaInstitutionen för didaktik och pedagogisk profession, Göteborgs universitet.von Brömssen, KerstinHögskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Religioner, livsåskådningar och etik: för lärare årskurs 4-62016Samlingsverk (redaktörskap) (Övrigt vetenskapligt)
  • 13.
    Johansson, Anna
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för socialt arbete och socialpedagogik.
    ISIS-chan: the meanings of the Manga girl in image warfare against the Islamic State2018Ingår i: Critical Studies on Terrorism, ISSN 1753-9153, E-ISSN 1753-9161, Vol. 11, nr 1, s. 1-25-Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article explores gendered meanings of ISIS-chan, an Internet meme in the form of a manga girl, produced and used to disrupt the messages from the Islamic State. Moreover, it investigates the performative power of ISIS-chan, and how it is used/interpreted as it circulates on the Internet. The ISIS-chan campaign is seen as an example of how the girl figure is mobilised in the political context of the War on Terror. Characterised by girlish playfulness, humour and creativity, I suggest that ISIS-chan challenges the stereotypical representations of femininity in the War on Terror, and may be perceived as a trickster.

  • 14.
    Kittelmann Flensner, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Det föränderliga klassrummet2016Ingår i: R & L : religion & livsfrågor : aktuellt för undervisningen, ISSN 0347-2159, Vol. 16, nr 2, s. 12-13Artikel i tidskrift (Övrigt vetenskapligt)
  • 15.
    Kittelmann Flensner, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Discourses of Religion and Secularism in Religious Education Classrooms2017Bok (Övrigt vetenskapligt)
    Abstract [en]

    This book answers the question on how students and teachers talk about religion when the mandatory and nonconfessional school subject of Religious Education is on the schedule in the "world's most secular country" To do this, it analyses discourses of religion as they occur in the classroom practice. It is based on findings from participant observation of Religious Education lessons in several upper secondary schools in Sweden. The book discusses different aspects of the role and function of nonconfessional integrative Religious Education in an increasingly pluralistic, multireligious, yet also secularized society, at a general level. It looks at the religious landscape, different perspectives on school subjects, various models and the development of Religious Education, and discourses of religion of a secularist, spiritual and nationalistic nature.

    Religious Education is a school subject that manoeuvres in the midst of a field that on the one hand concerns crucial knowledge in a pluralistic society, and on the other hand deals with highly contested questions in a society characterized by diversity and secularity. In the mandatory, integrative and non-confessional school subject of Religious Education in Sweden, all students are taught together regardless of religious or secular affiliation. The subject deals with major world religions, important non-religious worldviews and ethics, from a non-confessional perspective. Thus, in the classroom, individuals who identify with diverse religious and non-religious worldviews, with a different understanding of what religion could be and what it might mean to be religious, are brought together. The book examines questions raised in this pluralistic context: What discourses of religion become hegemonic in the classroom? How do these discourses affect the possibility of reaching the aim of Religious Education which concerns understanding and respect for different ways of thinking and living in a society characterized by diversity?

  • 16.
    Kittelmann Flensner, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Discourses of religion in the classroom practice: Religious Education in upper secondary school at vocational and academic preparatory programs.2015Ingår i: The European Network for Religious Education through Contextual Approaches (ENRECA) "Location, space and place of religion in religious education" ENRECA Symposium 9th -11th April 2015, Vienna, Austria., 2015Konferensbidrag (Övrigt vetenskapligt)
  • 17.
    Kittelmann Flensner, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Finns det några religiösa här?: Pedagogiskt drama som metodik i ämneslärarutbildningen i religionskunskap2017Ingår i: LIR.journal, E-ISSN 2001-2489, nr 8, s. 66-81Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In recent years, both school and teacher education have been much debated in Sweden and a vast amount of reforms has been implemented. One of the modifcations in the policy documents of teacher training is that the concept of methodology was reintroduced in teacher education. This means that the responsibility to educate teachers both in subject knowledge, as well as in didactics and methodology are the concerns of the departments where the teacher students study their specialized subjects. An example of a methodology used in a variety of ways, with different purposes and in different groups, is educational drama. Educational drama is commonly used in professional programs, for example in legal education, medical education, nursing education, social work education, physical therapist education and teacher training. What arguments for educational drama are there to be found in research? How could this methodology be part of the teacher training program in religious education? What would possible advantages and disadvantages of this kind of methodology be? These questions will be discussed in this article.

  • 18.
    Kittelmann Flensner, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Ja vem vågar vara interkulturell?: Recension av Vem vågar vara interkulturell? En vänbok till Pirjo Lahdenperä av Kirsch, F-M, León Rosales, R & Rodell Olgaç, C (red.)2016Ingår i: R & L : religion & livsfrågor : aktuellt för undervisningen, ISSN 0347-2159, Vol. 16, nr 4, s. 14-15Artikel, recension (Övrigt vetenskapligt)
  • 19.
    Kittelmann Flensner, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Jag är neutral!: Sekularistiska diskurser om religion i religionskunskapsrummet2017Ingår i: R & L : religion & livsfrågor : aktuellt för undervisningen, ISSN 0347-2159, nr 2, s. 10-12Artikel i tidskrift (Refereegranskat)
  • 20.
    Kittelmann Flensner, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Lived Religion and Religious Education2017Konferensbidrag (Övrigt vetenskapligt)
    Ladda ner fulltext (pdf)
    fulltext
  • 21.
    Kittelmann Flensner, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Livsåskådningarnas väg till hälsa2016Ingår i: R & L : religion & livsfrågor : aktuellt för undervisningen, ISSN 0347-2159, Vol. 16, nr 3, s. 2-2Artikel i tidskrift (Övrigt vetenskapligt)
  • 22.
    Kittelmann Flensner, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Non-confessional = neutral?: Discourses of religion in contemporary pluralistic Swedish RE-classrooms2015Ingår i: Paper presented at the Workshop of the EASR Working Group on Religion in Secular Education, March 9-11, 2015, University of Hanover, Germany, 2015Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    My proposal will discuss the scope of neutrality and objectivity in the context of non-confessional integrative RE in the Swedish pluralistic classroom-practice. In the classrooms, individuals who identify with diverse religious and non-religious outlooks of life, with different understanding of what religion and being religious might mean, meet. How does this influence the construction of RE in the classroom-practice? What discourses of religion becomes hegemonic in the classrooms? The proposal is based on findings from participant observation of RE-lessons at three upper secondary schools. Discourse analyses (Howarth, 2000; Laclau & Mouffe, 2001) is used as theoretical and analytical approach. The findings indicates a hegemonic western secular discourse in the classrooms, which influenced the classroom-practice and the talk of religion, specific religious traditions and believers of different faiths. Simultaneously there were a spiritual and a nationalistic discourse of religion that in some respect challenged the hegemonic discourse, but also enforced it.

    Howarth, D. (2000). Discourse. Buckingham: Open University Press.

    Laclau, E., & Mouffe, C. (2001). Hegemony and socialist strategy : towards a radical democratic politics. London: Verso.

  • 23.
    Kittelmann Flensner, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Olika klassrumsdiskurser och dess konsekvenser för ämneskonstruktion och lärande i religionskunskap2015Ingår i: Conference of Center for Educational Science and Teacher Research (CUL), Mötesplats CUL den 4-5 november 2015, Stenungssund, Sweden., 2015Konferensbidrag (Övrigt vetenskapligt)
    Abstract [no]

    Olika skoldiskurser och dess konsekvenser för ämneskonstruktion och lärande

    Att utbildningen på olika program i den svenska gymnasieskolan domineras av olika skolkoder och färgas av att olika sociala kategorier dominerar på olika program är väl belagt i forskning. Studier visar också att elever på yrkesprogram ges andra förutsättningar att nå ämnesplanernas kunskapskrav och utveckla sina analytiska förmågor i jämfört med elever på studieförberedande program (se t.ex. Anderson Vargas, 2014; Hjelmér, 2012; Korp, 2006; Kärnebro, 2013, Norlund, 2009).

    Följande presentation är en del av min kommande avhandling Religious Education in Contemporary Pluralistic Sweden. Studien syftar till att beskriva konstruktionen av ämnet religionskunskap i klassrumspraktiken genom att identifiera och analysera de diskurser som förekom under religionskunskapslektioner, hur dessa artikulerades och vilka implikationer dessa har för konstruktionen av ämnet. Det empiriska materialet består av deltagande observationer av 125 religionskunskapslektioner på tre olika skolor, både på studieförberedande program och yrkesprogram. Diskursanalys och läroplansteori har används som analytiska redskap.

    Resultatet visar att klassrummen dominerades av tre diskurser om religion och livsåskådningar, en sekularistisk, en andlig och en svenskhetsdiskurs. Men slående var också att vissa klassrum dominerades av ett privat förhållningssätt både när det gällde diskussioner av ämnesrelaterad karaktär, men även när det gällde samtal i klassrummet om andra saker. Andra klassrum präglades däremot av en mer skolorienterad akademisk diskurs. Analysen visade att båda dessa diskurser, den privata diskursen och den akademiska diskursen förekom på både yrkesprogram och studieförberedande program, men att den privata dominerade på yrkesprogrammen och den akademiska på studieförberedande program. Den privata diskursen byggdes upp genom artikulationsklustren: "Jag tror" – artikulationer i första person, Emotionella artikulationer, Reproduktion av fakta, Relationsskapande som professionell strategi och Räcker med godkänd. Den akademiska diskursen byggdes upp genom artikulationsklustren: "Vissa tror" – artikulationer i tredje person, Analys, Akademisk kunskap som professionell strategi och Måste ha A.

    En implikation av att dessa diskurser präglade de olika klassrumspraktikerna var att undervisningen i termer av meningserbjudande (Englund, 1997) blev väldigt varierande trots att samma kursplan tillämpades i samtliga klassrum, vilket innebar stora skillnader i förutsättningar för lärande och utveckling av begreppsförståelse.

    Referenser

    Andersson Varga, P. (2014). Skrivundervisning i gymnasieskolan: Svenskämnets roll i den sociala reproduktionen. Doctoral thesis. Göteborg: Acta universitatis Gothoburgensis.

    Englund, T. (1997). Undervsining som meningserbjudande. In M. Uljens (Ed.), Didaktik: Teori, reflektion ovh praktik. Lund: Studentlitteratur.

    Hjelmér, C. (2012). Leva och lära demokrati? En etnografisk studie i två gymnasieprogram. Doctoral thesis.Umeå: Umeå universitet.

    Korp, H. (2006). Lika chanser i gymnasiet? En studie om betyg, nationella prov och social reproduktion. Doctoral thesis. Malmö: Lärarutbildningen, Malmö högskola.

    Kärnebro, K. (2013). Plugga stenhårt eller vara rolig? Normer om språk, kön och skolarbete i identitetsskapande språkpraktiker på fordonsprogrammet. Doctoral thesis. Umeå: Genusforskarskolan, Institutionen för språkstudier, Umeå universitet.

    Norlund, A. (2009). Kritisk sakprosaläsning i gymnasieskolan: Didaktiska perspektiv på läroböcker, lärare och nationella prov. Doctoral thesis. Göteborg: Acta Universitatis Gothoburgensis.

  • 24.
    Kittelmann Flensner, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Religious Education in contemporary pluralistic Sweden2013Konferensbidrag (Refereegranskat)
  • 25.
    Kittelmann Flensner, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Religious Education in Contemporary Pluralistic Sweden2015Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    In the mandatory, integrative and non-confessional school subject of Religious Education in Sweden, all students are taught together regardless of religious or secular affiliation. The overall aim of this thesis is to explore and analyse how Religious Education (RE) can be socially constructed in the upper secondary school classroom practice in the pluralistic context of contemporary Sweden. The result is based on findings from participant observations of 125 Religious Education lessons at three upper secondary schools in Sweden, both on vocational programs and on preparatory programs for higher education. Discourse analysis, curriculum theory, and didaktik of religion are used as theoretical and analytic approaches. The findings indicate that a secularist discourse was hegemonic in the classroom practice and implied norm of talking about religion, religions and worldviews as something outdated and belonging to history. A non-religious, atheistic position was articulated as neutral and unbiased in relation to the subject matter and was associated with being a rational, critically thinking person. However, there were also spiritual and swedishness discourses of religion that in some respects challenged the hegemonic discourse, but also enforced it. The programs at upper secondary schools were influenced by different educational discourses called a private discourse and an academic rational discourse, which affected the construction of the subject in these different contexts. Implications of the discourses are discussed in relation to the classroom practice and aims of Religious Education.

  • 26.
    Kittelmann Flensner, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Religious Education in the multicultural society2010Konferensbidrag (Refereegranskat)
  • 27.
    Kittelmann Flensner, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk. University of Gothenburg, Department of Literature, History of Ideas, and Religion,.
    Representation of Religions: Religious Education in Classroom Practice2013Konferensbidrag (Refereegranskat)
    Abstract [en]

    In the Swedish mandatory and non-confessional school subject of Religious Education (RE) all pupils are taught together in the same classroom regardless of religious or secular affiliation. According to the syllabus, RE should include content concerning Christianity, other world religions and different outlooks on life. But what representations of different religions and outlooks of life appear in the classroom practice? How is the subject shaped in interaction between content, teachers and students? The research field that concerns the content of subjects in the classroom are relatively unexplored, not least in RE. The aim of the following paper is to analyse representations of different religions and outlooks of life as they are articulated in the classroom practice of RE by students and teachers. The Interpretive approach is used as a theoretical base. Ethnography of RE-lessons in three Swedish upper secondary schools was conducted during the school year 2011-2012. Discourse analysis was used as a method for analysing representations of religions and outlooks of life. The preliminary analysis indicates that different world religions appear in much different guises. Some religions were presented based on their history, other more as lived religion. Some religions were presented as more compatible with contemporary society and as an expression of an active conscious choices, while other religions were talked about as obsolete relics and described in terms of traditions and rules religious practitioner must subject to. Non-religious outlooks of life that occurred were humanism, existentialism, marxism, system-theory.

  • 28.
    Kittelmann Flensner, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Secularized and Multi-Religious Classroom Practice-Discourses and Interactions2018Ingår i: Education Sciences, E-ISSN 2227-7102, Vol. 8, nr 3, artikel-id 116Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Secularization and diversity are two social features that characterize the contemporary world. The rhetoric of the public debate in a number of countries has become increasingly polarized and characterized by a we and them thinking that relates a national we to a specific religion. This occurs in part as a reaction to the changes in national monocultural paradigms as most communities today are characterized by pluralism regarding lifestyles, religion, language and geographical background. Thus, secularization processes are ongoing while many countries, not least Sweden, are becoming increasingly pluralistic and multi-religious. The school and classrooms are a mirror of the communities they are a part of. The aim of the article is to explore how secularization and increasing pluralism finds expression and interact in the classroom practice of Religious Education. The analysis is based on ethnographic data from classroom observations of Religious Education in four different Swedish upper secondary schools. The results indicate that secularism and non-religious positions are considered a neutral and objective position and that secularism is used as a way to maneuver diversity in the classroom which affects the possibilities of dialogue and understanding.

    Ladda ner fulltext (pdf)
    fulltext
  • 29.
    Kittelmann Flensner, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Tankar från styrelsen: Tema reformationen2017Ingår i: Religion & vetenskap, ISSN 0347-2159, nr 3Artikel i tidskrift (Övrigt vetenskapligt)
  • 30.
    Kittelmann Flensner, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Tema Hållbar utveckling2016Ingår i: R & L : religion & livsfrågor : aktuellt för undervisningen, ISSN 0347-2159, Vol. 16, nr 1, s. 4-5Artikel i tidskrift (Övrigt vetenskapligt)
  • 31.
    Kittelmann Flensner, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Who is “we” in the classroom of Religious Education?2012Ingår i: NFPF/NERA'S 40TH CONGRESS: Abstract book, 2012, s. -w 247Konferensbidrag (Refereegranskat)
    Abstract [en]

    The aim of this paper is to analyze some of the discourses that can be discerned in a classroom of Religious Education in upper secondary school in Sweden. It is based on the findings of participant observation conducted during 2011 in two different schools. The interpretative approach, formulated by Robert Jackson (1997, 2004), is used in analyzing interactions in the classroom. A key concept in the interpretative approach is representation, which means that religions are not seen as homogeneous phenomena but multidimensional and changing and concerns how this is expressed in the context of Religious Education. The present paper focuses on perspectives and representations of the content of Religious Education that appears in the classroom. The analysis of the classroom observations show that a secular discourse dominates in the classroom and can be described as the norm. As a result, ”we” are described by concepts such as scientificity, rationality, modernity and development. Religiosity and belonging to a faith is portrayed as opposed to a modern worldview, and religious people in general are often labeled as deviant and outmoded. Simultaneously, a national/cultural discourse is discernible in which ”we” is described as Christian, in the sense of belonging to a Christian culture which is presented as opposed to other cultures, especially in relation to Muslim culture. One does not know much about how Religious Education is shaped in the classroom practice. By describing how knowledge is constructed within Religious Education and what opinions and definitions that appears in different contexts, we get a better understanding of the classroom practice, which may form the basis for dialogue in a pluralistic society.

  • 32.
    Kittelmann Flensner, Karin
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Larsson, Göran
    University of Gothenburg, Department of Literature, History of Ideas, and Religion.
    From Christian Religious Education to Religious Education in Sweden: Classroom Observations, Early Video Ethnography and the National Curriculum of 19622012Konferensbidrag (Refereegranskat)
  • 33.
    Nilsson, Håkan
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    Kazemi, Ali
    Högskolan Väst, Institutionen för individ och samhälle, Avdelningen för psykologi, pedagogik och sociologi.
    The bright triad of mindful leadership: an alternative to the Dark Triad of leadership.2022Ingår i: Psychology of Leaders and Leadership, ISSN 2769-6863Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article, we draw on Buddhist psychology to consider the three attributesof high-quality social connections in the context of work, which are ethicalmindedness, loving kindness, and compassion, referred to here as the brighttriad of mindful leadership (BTML). These components constitute the positivecounterparts of the dark triad components of mindless leadership (i.e.,Machiavellianism, narcissism, psychopathy). The research on the dark triadof leadership appears to “glorify” these qualities, through suggesting thathigh-scoring leaders are more successful in achieving business goals. Weargue that this represents a too limited perspective and is one which poorlyresonates with the increased focus on sustainable work and work conditionsmarked by well-being, fairness, security, and trust. BTML, however, taps intothe call of the positive organizational scholarship field to focus on positive andvirtuous practices, and to foster high-quality relationships and positive outcomes in the workplace. We, in conceptualizing BTML, furthermore use theconcepts of cultivation, attention, and awareness to facilitate the leader’spresence in the moment, and we argue that these cumulatively are necessaryconditions for the triad of ethical mindedness, loving kindness, and compassionto permeate all activities that leaders engage in.

  • 34.
    Risenfors, Signild
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Liberal Muslim, Atheist Hindu and Born again Christian2018Ingår i: Challenging Life: Existential Questions as a Resource for Education / [ed] J. Ristiniemi, G. Skeie & K. Sporre, Waxmann Verlag, 2018, s. 119-136Kapitel i bok, del av antologi (Refereegranskat)
  • 35.
    Risenfors, Signild
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    The Location of Religion in Upper Secondary Schools: Exploring Discourses on Religion2015Konferensbidrag (Övrigt vetenskapligt)
  • 36.
    Risenfors, Signild
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Gurdal, Sevtap
    Högskolan Väst, Institutionen för individ och samhälle, Avd för psykologi och organisationsstudier.
    Sorbring, Emma
    Högskolan Väst, Institutionen för individ och samhälle, Avd för psykologi och organisationsstudier.
    Korankurser som föreningsverksamhet? : En undersökning bland muslimska föreningar i Västra Götalandsregionen 2011Rapport (Refereegranskat)
    Abstract [sv]

    Islam uppfattas fortfarande som en ny företeelse i Europa trots att muslimer har funnits nästan lika länge i Europa som i Mellanöstern. Det som är nytt är istället den invandring av muslimer som ägt rum på senare tid till Europa. När det gäller Sverige är islam däremot en relativt ny företeelse; 1930 räknade man till ca 15 muslimer i Sverige och 2008 uppskattades antalet till ca 110 000 stycken. I och med den nya invandringen har olika muslimska grupperingar mötts i icke-muslimska kontexter, vilket bidragit till att en mer komplex tolkningstradition av Koranen växt fram. De muslimska föreningarna är en sådan plats där tolkning av Koranen sker.

    Målet med föreliggande studie är att bidra till mer kunskap om korankurser i Västra Götalandsregionen genom en beskrivning av föreningarna och av deras korankurser.

    Syftet är att lokalisera muslimska föreningar i regionen för att därefter ta reda på i vilken utsträckning, samt med vilka resurser och material, dessa föreningar bedriver korankurser för barn och ungdomar.

    Resultatet visar att många av föreningarna fungerar som både religiösa och sociala mötesplatser. Föreningarnas organisation ser olika ut, men de flesta hör till en paraplyorganisation. Somliga har kontakter med ett hemland och samarbetar med lokala föreningar på orten samt studieförbund som Sensus, Ibn Rushd och ABF.

    1Ibn Rushd är ett muslimskt studieförbund som startats med stöd från bland annat Sensus, ettstudieförbund som särskilt lyfter fram livsfrågor, mångfald och globala frågor.

    Korankurserna som riktar sig till barn består av koranläsning och diskussion av innehåll men också av social samvaro med utflykter. Verksamheten är organiserad utifrån svensk föreningslivsmodell vilket i vissa fall skapar problem för föreningar som inte räknar medlemsantalet utifrån antal personer utan familjer. I samtalet med representanter för de muslimska föreningarna lyfter man fram integration som ett angeläget arbete för föreningen. Genom att vara en länk mellan medlemmarna och svenska samhället ser representanterna sig som en viktig del i att hjälpa till med integrationen. 

    Ladda ner fulltext (pdf)
    FULLTEXT01
  • 37.
    Risenfors, Signild
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Religion och livstolkning bland barn och unga2018Ingår i: Barn- och ungdomsvetenskap. Grundläggande perspektiv. / [ed] Johansson, Thomas & Sorbring, Emma, Stockholm: Liber, 2018, 1, s. 421-434Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 38.
    Rothgangel, Martin
    et al.
    University of Vienna, Austria.
    von Brömssen, KerstinHögskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.Heimbrock, Hans-GünterGoethe-University Frankfurt/Main, Germany.Skeie, GeirStockholm University.
    Location, Space and Place in Religious Education2017Samlingsverk (redaktörskap) (Refereegranskat)
  • 39.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Construction of Curriculum in Theory and the Situation in the Classroom, Differences and Commonalities2018Ingår i: Are you READY?: Diversity and Religious Education across Europe – The story of the READY project / [ed] Schreiner, Peter, Münster: Waxmann Verlag, 2018, 1., s. 87-89Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 40.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Documentation of Study Visits and Teaching Experiences on "Religion and Diversity" (10 5)2018Ingår i: Are you READY?: Diversity and Religious Education across Europe – The story of the READY project / [ed] Schreiner, Peter, Münster: Waxmann Verlag, 2018, 1., s. 41-45Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 41.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Exploring the Concept of Ambiguity out from Simone de Beauvoir and Paulo Freire: a Lens to Contemporary Education2022Ingår i: Theo-Web: Academic Journal of Religious Education, E-ISSN 1863-0502, Vol. 21, nr 1, s. 8-19Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This essay explores the concept of ambiguity out from an understanding developed by the French philosopher Simone de Beauvoir. She was one of existentialism’s leading exponents, and her work entitled Ethics of Ambiguity (2018[1947]) works as a starting point. The concept of ambiguity is further explored from an educational view, with the help of the Brazilian educationalist Paulo Freire who was influenced by the French existentialist thinking. The essay ends discussing some current themes in education, with the insights brought out by the explorations of the concept of ambiguity by de Beauvoirand Freire.

    Ladda ner fulltext (pdf)
    fulltext
  • 42.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    German Student Teachers in Protestant RE in Conversation with Student Teachers in Non-Confessional RE in Sweden2018Ingår i: Are you READY?: Diversity and Religious Education across Europe – The story of the READY project / [ed] Schreiner, Peter, Münster: Waxmann Verlag, 2018, 1., s. 62-64Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 43.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Giving a Voice to Student Teachers on the Concept of Diversity2018Ingår i: Are you READY?: Diversity and Religious Education across Europe – The story of the READY project / [ed] Schreiner, Peter, Münster: Waxmann Verlag, 2018, 1., s. 59-61Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 44.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Insights of the READY Project2018Ingår i: Are you READY?: Diversity and Religious Education across Europe – The story of the READY project / [ed] Schreiner, Peter, Münster: Waxmann Verlag, 2018, 1., s. 94-114Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 45.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Migration i perspektiv av globala sociala förändringar2016Ingår i: R & L : religion & livsfrågor : aktuellt för undervisningen, ISSN 0347-2159, nr 2, s. 6-8Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 46.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Negotiations on Religion: Young peoples' articulations on religion in a diverse society2017Konferensbidrag (Refereegranskat)
    Abstract [en]

    As flows of people are more common than ever in our times, challenges are put on individuals to put up with a complexity of ideas, values and lifestyles (Castells, 1997). This also means that identities are challenged and has to be negotiated, for many in new surroundings with new traditions, cultures, religions and languages. The concept of negotiation can be used to underline the dynamic processes in constructing linkages between traditions and individuality (cf Østberg, 2003; von Brömssen, 2003). In this paper I will focus discursive constructions and negotiations on 'religion' articulated by three young people age 14 and 15 in Sweden; two boys who position themselves as Muslims and one girl from the Buddhist tradition. The data has been constructed in individual interviews and analyzed from a discourse theoretical approach (Wetherell, Taylor & Yates, 2001). The research suggests that young people do intensive "identity work" (cf Ziehe, 1993) and articulate reflexive knowledge about cultural and religious pluralism, but also that this requires an advanced translational capacity. It also shows, albeit with some variations, that religion as a source of identity is apparent for many young people. This work links to a research proposal on work in a South-North perspective on issues on young people, religion, teaching and education as well as the conference theme "Education in an era of decolonization and transformation".

  • 47.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    READY: Insights and analysis of aspects of religious education in European contexts2018Övrigt (Övrigt vetenskapligt)
    Abstract [en]

    This document constitutes one of the intellectual outputs (IO5) of the Erasmus+ project Religious Education and Diversity (READY): Sharing experiences of and approaches to teacher education in the context of "Education and Training 2020." This paper summarizes, structures and analysis the READY material. It deals with student teachers' and teacher trainers' reflections on study visits, on student teachers' lesson planning and teaching,reflection papers, the produced DVDs and several other papers that are available on the READY website. See: http://www.readyproject.eu/

    Ladda ner fulltext (pdf)
    fulltext
  • 48.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk. Karlstad University, Karlstad, Sweden.
    Religious education at schools in Europe. part 3, Northern Europe: Rothgangel, Martin, Skeie, Geir & Jäggle, Martin (eds.).Göttingen: V & R Unipress, 20142015Ingår i: British Journal of Religious Education, ISSN 0141-6200, E-ISSN 1740-7931, Vol. 38, nr 1, s. 104-106Artikel, recension (Refereegranskat)
  • 49.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Socio-spatial theories: a short introduction2017Ingår i: Location, Space and Place in Education / [ed] Rothgangel, Martin, von Brömssen, Kerstin, Heimbrock, Hans-Günter & Skeie, Geir, Münster, Germany: Waxmann Verlag, 2017, 1, s. 15-19Kapitel i bok, del av antologi (Refereegranskat)
  • 50.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Some ethnic Swedish students’ discourses on religion: secularism par excellence2016Ingår i: Journal of Religious Education, ISSN 1442-018X, E-ISSN 2199-4625, Vol. 64, nr 2, s. 113-125Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Having been almost abandoned during the latter part of the 1900s, religion and youth is currently a growing field of research in Europe. Since people thought that secularisation would eradicate religion as a phenomenon, there was obviously no major reason to investigate young people’s attitudes towards religion. Since that time, the understanding of the world and its complex relationship with religion has changed, and this now attracts much discussion. In Europe, this not only concerns religion and youth among different migrant groups, but also research on religion and youth of those born and raised in Europe itself and integrated into the historic majority. The aim of this paper is to revisit and reanalyse the results of two qualitative research projects based on interviews with young students in schools who identify themselves as Swedish. I analyze their discursive constructions on their own religion and the religions of ‘others’. The data point towards a strong secularist discourse, where the Swedish students identify themselves as having a modern and rational worldview. On the other hand, they regard religion and religious people as old-fashioned and irrational. The focus in this article concerns articulations constructing this overarching secularist discourse, which I discuss in light of the contemporary debate on secularisation and secularism. However, most of the young students in the research appreciated the subject of Religious Education in Sweden as a means towards understanding the world. This was especially so in discussions on Religious Education with upper secondary school students, whereas younger students found religion to be more boring and traditional; thus the subject having difficulties in relating to the younger students’ experiences.

    Ladda ner fulltext (pdf)
    fulltext
12 1 - 50 av 60
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf