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Citizenship and RE: Different Interpretations in Discourse and Practice: A Case from Denmark

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Religious Education in a Global-Local World

Part of the book series: Boundaries of Religious Freedom: Regulating Religion in Diverse Societies ((BOREFRRERE,volume 4))

Abstract

The fact that the public school is seen and/or used as an important tool for the nation state in its efforts to form good citizens, strengthen a national identity and promote particular values is not new. Religion education (RE) is in many countries linked closely to such efforts and is thus frequently subject to political, public and professional discussions. Supra-national processes such as globalization, pluralization and migration are now challenging individual European nation states and Europe as a whole, not least when it comes to ideas about social cohesion and coexistence, cultural identity and the function of the public school. Projects and discourses about “citizenship education,” “intercultural education” and RE’s potential contribution to this area can be seen as political educational responses to these challenges. However, there is far from any consensus as to what citizenship and RE are and should be, and the combination of citizenship education and RE is therefore not without problems when put into practice. In 2007 a new compulsory subject called Kristendomskundskab/livsoplysning/medborgerskab (KLM) (knowledge of Christianity/life philosophy/citizenship) was introduced into Danish teacher education for the elementary and lower secondary school, and was followed by many political, professional and public debates. This chapter outlines some of these debates as well as findings from my study of how KLM was profiled and planned according to national and local curricula and syllabi from the different university colleges.

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Notes

  1. 1.

    The usage and connotations of the Danish term dannelse come very close to the usage and connotations of the German term Allgemeinbildung. The Danish term refers to a sort of general, all-round education obtained in formal or informal ways and also includes the senses of formation and development, thus referring to the ways in which a person and/or citizen is shaped or formed.

  2. 2.

    The term “religion education” as suggested by, inter alia, Tim Jensen is used instead of the term “religious education” to stress the nonconfessional character of the subject within the Danish public educational system.

  3. 3.

    Connected to the European Wergeland Centre, an expert group including Robert Jackson is currently working on the implementation of recommendations from the Council of Europe concerning religion. See http://www.theewc.org/ and Jackson (2014).

  4. 4.

    “Life philosophy” (German Lebensphilosophie) or “enlightenment of life” are different translations of the Danish word livsoplysning which refers to a concept developed by the Danish theologian N. F. S. Grundtvig.

  5. 5.

    This study was carried out as a Master’s Dissertation at the Department for Study of Religions, University of Southern Denmark (2012).

  6. 6.

    Some university colleges have two or three campuses with teacher training, sometimes with different local curricula.

  7. 7.

    For an English description of the Danish educational system, see http://eng.uvm.dk/Education/Overview-of-the-Danish-Education-System [accessed 18 Oct 2015].

  8. 8.

    For an English description of the Danish teacher education system, see http://fivu.dk/en/education-and-institutions/higher-education/university-colleges/university-college-educations/bachelor-of-education/the-danish-initial-teacher-education-b-ed-programme-for-primary-and-lower-secondary-schools.pdf [accessed 18 Oct 2015].

  9. 9.

    University departments in Denmark uses different names—in Odense the term “study of religions” is used. In English the terms “study of religion” and “study of religions” are both used—the latter sometimes based on methodological grounds. This chapter will use the term “study of religions” when referring to specific university departments, and “study of religion” when referring to the discipline.

  10. 10.

    Geir Skeie (2003, 2006) has shown how similar, maybe conflicting, strategies are combined in Norwegian religious education.

  11. 11.

    For political science research into these issues, see Petersen and Petersen (2009). See also the publication from the Ministry of Education (Udvalget til udarbejdelse af en demokratikanon 2008) Demokratikanon (“Democracy Canon”) and the critique of this in Haas (2010) and Herbener (2010) (18.12.2010).

  12. 12.

    Discussion can be found in Gade and Busk (2009) and a periodical published by the association for RE teachers in teacher education, Medlemskommunikation (2006,1; 2007,1; 2007,2; 2009,2). Retrieved from http://www.lurf.dk/mk/2006-11/2010_1.html

  13. 13.

    These possible connections will, however, not be discussed in the present chapter.

  14. 14.

    This indicates a development in how textbooks represent Islam when compared with the (Danish) results from the European research project “Islam in Textbooks” (1989–1993); see Jensen (1994) and (Simonsen 2008).

  15. 15.

    Brandt and Böwadt point out that students’ reception of Islam may reflect stereotyped pictures presented by public media rather than as part of their teaching (Haugaard 2009).

  16. 16.

    Particularly, three colleges digress from this.

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  1. The Study of Religions, Institute of History, University of Southern Denmark, Odense, Denmark

    Karna Kjeldsen

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  1. Södertörn University, Flemingsberg, Huddinge, Stockholm, Sweden

    Jenny Berglund

  2. Religious Studies Department, University of South Wales Religious Studies Department, Treforest, United Kingdom

    Yafa Shanneik

  3. University College Cork College of Arts, O’Rahilly Building, Cork, Ireland

    Brian Bocking

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Kjeldsen, K. (2016). Citizenship and RE: Different Interpretations in Discourse and Practice: A Case from Denmark. In: Berglund, J., Shanneik, Y., Bocking, B. (eds) Religious Education in a Global-Local World. Boundaries of Religious Freedom: Regulating Religion in Diverse Societies, vol 4. Springer, Cham. https://doi.org/10.1007/978-3-319-32289-6_10

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