Concluding Discussion

  • Karin Kittelmann Flensner


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.


Classroom Practice Religious Education Classroom Secular Discourse Swedishness Discourse Personal Worldview 
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Copyright information

© Springer International Publishing AG 2017

Authors and Affiliations

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

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