Advertisement

Concluding Discussion

  • Karin Kittelmann Flensner
Chapter
  • 226 Downloads

Abstract

Classroom practice reflects in many ways the society in which it comes into being, and in it traces of societal discussions and dilemmas are clearly discernible. However, different school subjects frame the discussion in different ways, and discourses found in a classroom where Mathematics or English is being taught will differ from those that emerge in the Religious Education classroom. The aim of the study that was presented in this book is to examine and analyse how Religious Education can be socially constructed in classroom practice in the contemporary, pluralistic context of Sweden. This has been done through analysing teachers’ and students’ articulations in relation to RE lessons in order to understand what discourses of religion, religions and worldviews might be articulated in the context of Religious Education in classroom practice. The analysis has focused on the discourses and how they are articulated, and I will in this final chapter discuss the possible implications of these discourses in relation to the construction of the subject itself. First, a summary of the results will be presented, and thereafter a discussion of relations between the discourses and how different concepts emerged in different discourses will be given space. The difficulties in, and aspects of, analysing a subject in practice will be elaborated upon as will the didaktik implications of the discourses for Religious Education practice.

Keywords

Classroom Practice Religious Education Classroom Secular Discourse Swedishness Discourse Personal Worldview 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. af Burén, A. (2015). Living simultaneity: On religion among semi-secular Swedes. Doctoral thesis. Huddinge: Södertörns högskola.Google Scholar
  2. Andersson Varga, P. (2014). Skrivundervisning i gymnasieskolan: Svenskämnets roll i den sociala reproduktionen. Doctoral thesis. Göteborg: Acta universitatis Gothoburgensis.Google Scholar
  3. Berggren, H., & Trägårdh, L. (2006). Är svensken människa? Gemenskap och oberoende i det moderna Sverige. Stockholm: Norstedt.Google Scholar
  4. Berglund, J. (2010). Religionsdidaktik. In J. Svensson & S. Arvidsson (Eds.), Människor och makter 2.0. En introduktion till religionsvetenskap (Vol. 21). Halmstad: Högskolan i Halmstad.Google Scholar
  5. Berglund, J. (2014). Vad är religion i svenska religionskunskapsböcker? Religion & Livsfrågor, 14(3), 6–8.Google Scholar
  6. Bernstein, B. (1999). Vertical and horizontal discourse: An essay. British Journal of Sociology of Education, 20(2), 157–173.CrossRefGoogle Scholar
  7. Billett, S. (2011). Vocational education: Purposes, traditions and prospects. Dordrecht: Springer Netherlands.CrossRefGoogle Scholar
  8. Buchardt, M. (2008). Identitetspolitik i klasserummet: “Relgion” och “kultur” som viden og social klassifikation: Studier i et praktiseret skolefag. Doctoral thesis. Kobenhavns Universitet, Kobenhavn.Google Scholar
  9. Buchardt, M. (2010). When ‘Muslim-ness’ is pedagogised: ‘Religion’ and ‘culture’ as knowledge and social classification in the classroom. British Journal of Religious Education, 32(3), 259–273.CrossRefGoogle Scholar
  10. Carlsson, M., & Rabo, A. (2007). Introduction. In M. Carlsson & A. Rabo (Eds.), Education in ‘Multicultural’ Societies. Turkish and Swedish Perspectives. Transactions vol. 18. Stockholm: Swedish Research Institute in Istanbul.Google Scholar
  11. Castelli, M. (2012). Faith dialogue as a pedagogy for a post secular religious education. Journal of Beliefs & Values, 33(2), 207–216.CrossRefGoogle Scholar
  12. Deng, Z., & Luke, A. (2008). Subject matter: Defining and theorizing school subjects. In M. Connelly, M. Fang He, & J. Phillon (Eds.), The SAGE handbook of curriculum and instruction (pp. 66–89). Thousand Oaks: SAGE Publications, Inc..CrossRefGoogle Scholar
  13. Ehn, B., Frykman, J., & Löfgren, O. (1993). Försvenskningen av Sverige: Det nationellas förvandlingar. Stockholm: Natur och kultur.Google Scholar
  14. Englund, T. (1997). Undervsning som meningserbjudande. In M. Uljens (Ed.), Didaktik: Teori, reflektion ovh praktik. Studentlitteratur: Lund.Google Scholar
  15. Eriksen, L. L. (2010). Learning to be Norwegian: A case study of identity management in religious education in Norway. Doctoral Thesis. University of Warwick, Warwick.Google Scholar
  16. Everington, J. (2015). Bridging separate communities: The aspirations and experiences of minority ethnic religious education teachers in England. Journal of Beliefs & Values, 36(2), 165–174.CrossRefGoogle Scholar
  17. Grimmitt, M. (1987). Religious education and human development. Great Wakering: McCrimmons.Google Scholar
  18. Hall, S. (2005). Kulturell identitet och diaspora. In C. Eriksson, M. Eriksson Baaz, & H. Thörn (Eds.), Globaliseringens kulturer: Den postkoloniala paradoxen, rasismen och det mångkulturella samhället. Nora: Nya Doxa.Google Scholar
  19. Hartman, S. (1986a). Barns tankar om livet. Stockholm: Natur och kultur.Google Scholar
  20. Hartman, S. (1994). Childrens personal philosophy in life. Panorama: International Journal of Comparative Religious Education and Value, 6(2), 104–128.Google Scholar
  21. Heelas, P., & Woodhead, L. (2005). The spiritual revolution: Why religion is giving way to spirituality. Malden: Blackwell.Google Scholar
  22. Hylén, T. (2012). Essentialism i religionsundervisningen, ett religionsdidaktiskt problem. Nordidactica – Journal of Humanities and Social Science Education, 2012(2), 106–137.Google Scholar
  23. Jackson, R. (1997). Religious Education: An interpretive approach. London: Hodder & Stoughton.Google Scholar
  24. Jackson, R. (2009). The interpretive approach to Religious Education and the development of a community of practice. In J. Ipgrave, R. Jackson, & K. O’Grady (Eds.), Religious education research through a community of practice: Action research and the interpretive approach (Vol. 13). Mûnster: Waxmann.Google Scholar
  25. Jackson, R., Miedema, S., Weisse, W., & Willaime, J.-P. (Eds.). (2007). Religion and education in Europe: Developments, contexts and debates (Vol. 3). Münster: Waxmann.Google Scholar
  26. Lahdenperä, P. (2001). Värdegrunden som exkludernade eller inkludernade diskurs. In G. Linde (Ed.), Värdegrund och svensk etnicitet. Studentlitteratur: Lund.Google Scholar
  27. Larsson, G. (2006). Muslimerna kommer : tankar om islamofobi. Göteborg: Makadam.Google Scholar
  28. Löfstedt, M. (2013). Livsfrågornas betydelse för religionsundervisning. In C. Bråkenhielm, M. Essunger, & K. Westerlund (Eds.), Livet enligt människan: Om livsåskådningsforskning. Nora: Nya Doxa.Google Scholar
  29. Malm, A. (2011). Hatet mot muslimer. Stockholm: Atlas.Google Scholar
  30. Margry, P. J. (2012). European religious fragmentation and the rise of civil religion. In U. Kockel, M. Nic Craith, & J. Frykman (Eds.), A companion to the anthropology of Europe. Oxford: Wiley-Blackwell.Google Scholar
  31. McGuire, M. B. (2008). Lived religion: faith and practice in everyday life. New York: Oxford University Press.CrossRefGoogle Scholar
  32. Moulin, D. (2011). Giving voice to ‘the silent minority’: The experience of religious students in secondary school religious education lessons. British Journal of Religious Education, 33(3), 313–326.CrossRefGoogle Scholar
  33. Moulin, D. (2015). Religious identity choices in English secondary schools. British Educational Research Journal., 41(3), 489–504.CrossRefGoogle Scholar
  34. O’Grady, K. (2009). There is a bit of peace in England: Dialogue and conflict between teenage Religious Education pupils in Sheffield. In J. Ipgrave, R. Jackson, & K. O’Grady (Eds.), Religious Education research through a community of practice: Action research and the interpretative approach. Münster: Waxmann.Google Scholar
  35. Ongstad, S. (2012). Fra kunnskap, via kontekst, kjerne och komparasjon til kommunikasjon: En fagdidaktisk utviklings linje? Nordidactica Journal of Humanities and Social Science Education, 2012(1), 1–25.Google Scholar
  36. Orrenius, N. (2016). Skotten i Köpenhamn: ett reportage om Lars Vilks, extremism och yttrandefrihetens gränser. Stockholm: Bonnier.Google Scholar
  37. Osbeck, C., & Lied, S. (2011). Hegemonic speech genres of classrooms and their importance for RE learning. British Journal of Religious Education, 34(2), 155–168.CrossRefGoogle Scholar
  38. Otterbeck, J. (2005). What is Reasonable to Demand? Islam in Swedish Textbooks. Journal of Ethnic and Migration Studies, 31(4), 795–812.CrossRefGoogle Scholar
  39. Otterbeck, J., & Hallin, P. (2010). Samtidsislam: Unga muslimer i Malmö och Köpenhamn. Stockholm: Carlsson.Google Scholar
  40. Schihalejev, O. (2009). Dialogue in religious education lessons: Possibilities and hindrances in the Estonian context. British Journal of Religious Education., 31(3), 277–288.CrossRefGoogle Scholar
  41. Schweitzer, F., & Boschki, R. (2004). What children need: cooperative religious education in German schools: Results from an empirical study. British Journal of Religious Education, 26(1), 33–44.CrossRefGoogle Scholar
  42. Skeie, G. (2009). Religious diversity and education: Nordic perspectives. Münster: Waxmann.Google Scholar
  43. Skolverket. (2000a). Kursplan Religionskunskap A: Re 1201 [Syllabus of Religious Education]. Stockholm: Skolverket. Online 15 Oct 2015. Avaliable at: http://www.skolverket.se/laroplaner-amnen-och-kurser/gymnasieutbildning/gymnasieskola/kursplaner-fore-2011/subjectKursinfo.htm?subjectCode=RE&lang=sv
  44. Skolverket. (2011a). Ämnesplan Religionskunskap: Religion 1. [Syllabus of Religion]. Stockholm: Skolverket. Online 15 Oct 2015. Avaliable at: http://www.skolverket.se/laroplaner-amnen-och-kurser/gymnasieutbildning/gymnasieskola/rel?tos=gy&subjectCode=REL&lang=sv; http://www.skolverket.se/polopoly_fs/1.174562!/Menu/article/attachment/Religion.pdf
  45. Smart, N. (1969). Secular education and the logic of religion: Herlington lectures, University of York, 1966. New York: Humanities P.Google Scholar
  46. Smart, N. (1977). The religious experience of mankind. Glasgow: Collins.Google Scholar
  47. Statistics Sweden. (2015). Statistikdatabasen. Statistiska centralbyrån, SCB. Online 12 May 2015. Avaliable at: http://www.statistikdatabasen.scb.se/pxweb/sv/ssd/START__BE__BE0101
  48. Taylor, C. (2011). Why we need a radical redefinition of secularism. In E. Mendieta & J. Vanantwerpen (Eds.), The power of religion in the public sphere. New York: Columbia University Press.Google Scholar
  49. Teece, G. (2010). Is it learning about and from religions, religion or religious education? And is it any wonder some teachers don’t get it? British Journal of Religious Education, 32(2), 93–103.CrossRefGoogle Scholar
  50. ter Avest, I., Jozsa, D.-P., Knauth, T., Rosón, J., & Skeie, G. (Eds.). (2009). Dialogue and conflict on religion: Studies of classroom interaction in European countries. Münster: Waxmann.Google Scholar
  51. Tesfahuney, M. (1999). Monokulturell utbildning. Utbildning och Demokrati. Tidskrift för didaktik och utbildningspolitik, 8(3), 65–84.Google Scholar
  52. Thurfjell, D. (2013). Varför buddhismen är så omtyckt bland sekulära svenskar. In S. Sorgenfrei (Ed.), Mystik och andlighet: Kritiska perspektiv. Dialogos: Stockholm.Google Scholar
  53. Thurfjell, D. (2015). Det gudlösa folket: De postkristna svenskarna och religionen. Stockholm: Molin & Sorgenfrei.Google Scholar
  54. van Eersel, S., Hermans, C., & Sleegers, P. (2010). What do teachers do to stimulate the understanding of the other in interreligious classroom communication? Empirical research into dialogical communication in religiously pluriform learning situations in Catholic primary schools. Journal of Beliefs & Values, 31(2), 125–141.CrossRefGoogle Scholar
  55. von der Lippe, M. (2009). Scenes from a classroom. In I. ter Avest, D.-P. Jozsa, T. Knauth, J. Rosón, & G. Skeie (Eds.), Dialogue and conflict on religion: Studies of classroom interaction in European countries. Munster: Waxmann.Google Scholar
  56. Vygotskij, L. S. (1975 [1972]). Thought and language. Cambridge, Mass: M.I.T. Press.Google Scholar
  57. Watson, J. (2011). Discussion in religious education: Developing dialogic for community cohesion and/or spiritual development. International Journal of Children’s Spirituality, 16(2), 97–108.CrossRefGoogle Scholar

Copyright information

© Springer International Publishing AG 2017

Authors and Affiliations

  • Karin Kittelmann Flensner
    • 1
  1. 1.University WestTrollhättanSweden

Personalised recommendations