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  • 1.
    Aasmundsen, Hans Geir
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions.
    Pentecostalism, Globalisation and Society in Contemporary Argentina2013Doctoral thesis, monograph (Other academic)
    Abstract [en]

    In Argentina, Pentecostalism had a breakthrough in the early 1980s, and today more than 10 per cent of the population are Pentecostals. The revival coincided with a socio-political transformation of Argentinean society. After half a century of dictatorships and Peronism, democracy was restored, and structural changes paved the way for a certain “autonomisation” of politics, law, economy, science and religion. The "new" form of society that developed resembles what in this study is called a Western model, which to a large degree is currently being diffused on a global scale. This work examines the new religious sphere and how Pentecostals relate to society at large, and the political and judicial sphere in particular.

    Social systems theory and an idea of communication as constitutive of social spheres, such as religious, political and judicial ones, form the theoretical foundation for the study. Methods that have been used are fieldwork, interviews and analyses of written material. It is concluded that evangelisation and transformation are of major concern to Pentecostals in contemporary Argentina and that this follows a global trend. Evangelisation has always been important to, even a hallmark of, Pentecostalism. What has become as important is the urge for transformation, of the individual, the family and society. This leads to increased socio-political engagement. However, Pentecostals do not have a “fixed” idea of how society should be organised, i.e., they do not yet have a full-fledged political theology, a public theology or what could be called a Pentecostal ideology. This is mainly because they experience a lack of “compatibility” between the Pentecostal and the political communication. Their approaches to socio-political concerns seem to be based on an understanding of certain “values” as the fundamental building block of society.

  • 2.
    Aasmundsen, Hans-Geir
    Södertörn University, School of Gender, Culture and History, Study of religions.
    Contemporary Pentecostal-Catholic encounters in Argentina2009In: Global Pentecostalism: Encounters with other Religious Traditions / [ed] David Westerlund, London: I. B. Tauris , 2009, 243-259 p.Chapter in book (Other academic)
  • 3.
    af Burén, Ann
    Södertörn University, School of Gender, Culture and History, Study of religions.
    Especially Loved by Allah: Muslim and LGBTQ in Istanbul2011In: Temenos, ISSN 0497-1817, E-ISSN 2342-7256, Vol. 47, no 1, 61-76 p.Article in journal (Refereed)
    Abstract [en]

    The article builds on ethnographic fieldwork within the LGBTQ (Lesbian, Gay, Bisexual, Trans and Queer) milieu of Istanbul. It is based on material collected through participant observation and semi-structured interviews with people who at the same time self-identify as practicing Muslims and have romantic and sexual relations with people of their own sex. The protagonist of the article is a pious Muslim woman who can be placed in the category of LGBTQ Muslims who do not seek coherence and are not involved in a reinterpretation of their Islamic tradition. The article explores the complex ways in which this woman handles the potential conflicts between her sex life and her religious beliefs, and points specifically to the way she supports herself on the firm belief that Allah loves and protects her.

  • 4.
    af Burén, Ann
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions. Göteborgs universitet.
    Living Simultaneity: On religion among semi-secular Swedes2015Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis aims at contributing to a critical discussion on the supposedly far-reaching secularity of Sweden on the one hand, and on the incongruence and inconsistency of lived religion on the other. At the center are people referred to as semi-secular Swedes – a group that is often neglected in the study of religion. These people do not go to church or get involved in any other alternative organized spiritual activities, neither are they actively opposed to religion or entirely indifferent to it. Most of them describe the ways they are – or are not – religious as in line with the majority patterns in Swedish society.

    The study is qualitative in method and the material has been gathered through interviews and a questionnaire. It offers a close reading of 28 semi-secular Swedes’ ways of talking about and relating to religion, particularly in reference to their everyday lives and their own experiences, and it analyzes the material with a focus on incongruences.

    By exploring how the term religion is employed vernacularly by the respondents, the study pinpoints one particular feature in the material, namely simultaneity. The concept of simultaneity is descriptive and puts emphasis on a ‘both and’ approach in (1) the way the respondents ascribe meaning to the term religion, (2) how they talk about themselves in relation to different religious designations, and (3) how they interpret experiences that they single out as ‘out-of-the-ordinary’. These simultaneities are explained and theorized through analyses focusing on intersubjective and discursive processes.

    In relation to theorizing on religion and religious people this study offers empirical material that nuance a dichotomous understanding of ‘the religious’ and ‘the secular’. In relation to methodology it is argued that the salience of simultaneity in the material shows that when patterns of religiosity among semi-secular Swedes are studied there is a need to be attentive to expressions of complexity, contradiction and incongruity.

  • 5.
    af Burén, Ann
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions.
    Multiplicity of religious self-descriptions among semi-secular Swedes2015In: Abstract Book: XXI Quinquennial World Congress of the Interna-tional Association for the History of Religions (IAHR), Erfurt, Germany, August 23-29, 2015, 2015, 280- p.Conference paper (Other academic)
  • 6.
    af Burén, Ann
    Södertörn University, School of Gender, Culture and History, Study of religions.
    Queer jihad: HBT-muslimer i väst2008In: Svensk religionshistorisk årsskrift, ISSN 0283-0302, Vol. 15, no 2006-2007, 120-137 p.Article in journal (Refereed)
  • 7.
    af Burén, Ann
    Södertörn University, School of Gender, Culture and History, Study of religions.
    Ramadan på ålderns höst2009In: Ramadan: en svensk tradition / [ed] Jenny Berglund & Simon Sorgenfrei, Lund: Arcus , 2009, 67-78 p.Chapter in book (Other academic)
  • 8.
    af Burén, Ann
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions.
    Sweden. Blurring boundaries: Patterns of contemporary religiosity2017In: Religion and Secularism in the European Union: State of Affairs and Current Debates / [ed] Jan Nelis; Caroline Sägesser; Jean-Philippe Schreiber, Bruxelles: Peter Lang Publishing Group, 2017, 181-186 p.Chapter in book (Other academic)
  • 9.
    Afshar, Tabassum
    Södertörn University, School of Historical and Contemporary Studies.
    "Det hade ju varit värre om det var gris": en jämförande studie om matreglerna inom islam2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den här uppsatsen grundas på intervjuer med nio olika muslimer som praktiserar olika i frågan om matregler. Uppsatsens syfte är öka att förståelsen för de skillnader som finns vad gäller hur muslimer förhåller sig till sin religions matregler. Fokus har legat på alkohol- och grisförbudet.

    Resultatet har analyserats utifrån Anthony Giddens socialisationsteori samt diskuterats i förhållande till tidigare islamforskares förklaringar till dessa förbud. Resultatet visar att informanterna förhåller sig olika till alkohol och grisförbudet och att det framförallt beror på huruvida de har socialiserats in i att inte äta eller dricka de livsmedel, som uppsatsen behandlar, under sin barndom.

  • 10.
    Ahlm, Daniel
    Södertörn University College, School of Gender, Culture and History.
    Xeper-i-Set: En studie i Temple of Sets ideologisk relation gentemot fornegyptisk religion2009Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Hur uppfattar Temple of Set sin relation till den fornegyptiska religionen och vilka aspekter anser de att deras moderna ockultism har gemensamt med eller har utvecklats från denna?

  • 11.
    Akkawi, Jamil
    Södertörn University College, Lärarutbildningen.
    Islam i religionsboken: Framställningen av islam och muslimer i två religionsböcker för gymnasiet2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The main objective of this research was to examine description of Islam in two different schoolbooks about religion. The rapport starts with an introduction of the subject and discusses the background of the topic. After the presentation, aims, and the questions I present my methods and material used in this research. Following the method and material is earlier research where I mention some of the previous rapports and results of researchers within the discourse. The theory used to investigate the text is postcolonial and the orientalism theory presented by Edward Said.

    The intention of the research was to answer if the books representation contributed to an oriental description of Islam and Muslims and to see how the text and pictures where used and structured. Similar researches have been presented earlier but this rapport handles a completely new book and a reedited book. The first book is written by Lars-Göran Alm and is called “Religionskunskap A” this book has been published before and is commonly used in schools all around Sweden. The other book is written by Olov Jansson and Linda Karlsson and is called “Religionskunskap A, en mosaik” and had its first release in 2009. The result shows that the book written by Alm represents a more oriental description and the text structure leaves the reader sometimes confused and wanting more. Alm chooses to bring up subjects like Islamism and circumcision of girls but both books mentioned a willingness of Shia Muslims to commit suicidal bombings. Alm left out more spiritual aspects like religious holidays and Sufism. The other book written by Jansson and Karlsson had some tendencies to an oriental description of Islam but not in the same extent as Alm. Jansson and Karlsson also gave a clearer representation of a Swedish context, which made the religion more present and not as distant as Alm. Both books used pictures to complement the text and in most cases in Alms book the pictures were images of places and persons in other continents and countries then Europe and Sweden.

  • 12. Anderson, Allan H.
    et al.
    Westerlund, David
    Södertörn University, School of Gender, Culture and History, Study of religions.
    Den världsvida pentekostalismen2012Book (Other academic)
  • 13.
    Antar, Susan
    Södertörn University, School of Culture and Education.
    Kristen ortodoxi i svenska läroböcker: En analys av framställningen av ortodoxi i fyra läroböcker innan den nya läroplanen. LGR11 och GY11 och fyra efter2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to gain understanding of orthodox Christianity in Swedish educational material. The aim was to compare the presentation of orthodox Christianity towards pupils before the new curriculum and after. With the help of an analytical approach by Bergström and Boreu ́s and the interpretation strategy by Quentin Skinner, I have studied material used in school for the subject religion. I have limited my educational material in one way. The material that I have chosen is produced from the year 2003 until 2012. The goal is to recognize how orthodox Christianity is presented to Swedish pupil ́s. The result will contain a discussion about the ways a specific religion is represented in school, what kind of picture is created for this religion and if there is a difference in these presentations in a period of time.

  • 14.
    Bekkin, Renat
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions.
    Imam Yaqub Khalekov and the Muslim community in Soviet Petrograd-Leningrad2017In: Rossijskaja istorija, ISSN 0869-5687, no 1, 148-156 p.Article in journal (Refereed)
  • 15.
    Bekkin, Renat
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions.
    Бер дуслык тарихы: Г. Баязитов hэм В.С. Соловьев2016In: Фэнни Татарстан, ISSN 2499-9741, no 3, 88-104 p.Article in journal (Refereed)
    Abstract [ru]

    В настоящей статье мы рассмотрели характер связей петербургского ахуна А. Баязитова в среде петербургских литераторов и ученых. Одной из фигур, с которой некоторые авторы вслед за поэтом и публицистом В.Л. Величко связывают имя Баязитова, был философ В.С. Соловьев. Мы попытались выяснить характер отношений между мусульманским богословом и христианским мыслителем.

  • 16.
    Bekkin, Renat
    et al.
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions.
    Tagirdzhanova, Almira
    Мусульманский Петербург: Исторический путеводитель. Жизнь мусульман в городе на Неве и в его окрестностях2016 (ed. 1)Book (Other (popular science, discussion, etc.))
  • 17. Bergdahl, Lovisa
    Public Education/Private Religion: Redefining Borders in Religious Education2009In: Your Heritage and Mine: Teaching in a Multi-Religious Classroom / [ed] Lena Roos & Jenny Berglund, Uppsala: [Religionshistoriska avdelningen, Uppsala universitet] , 2009, 60-67 p.Chapter in book (Refereed)
  • 18.
    Berglund, Jenny
    Södertörn University, School of Gender, Culture and History, Study of religions.
    Al-ahbash2008In: Religion i Sverige / [ed] Ingvar Svanberg, David Westerlund, Stockholm: Dialogos , 2008, 1. uppl., 251-252 p.Chapter in book (Refereed)
  • 19.
    Berglund, Jenny
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions.
    An Ethographic Eye on religion in Everyday life2014In: British Journal of Religious Education, ISSN 0141-6200, E-ISSN 1740-7931, Vol. 36, no 1, 39-52 p.Article in journal (Refereed)
    Abstract [en]

    There are many pitfalls associated with teaching about religions. Onesuch pitfall entails the risk of presenting religions as stereotypicalmonolithic systems; that is, all who belong to a particular religioustradition think and act in the same way. I like to call this sort ofstereotyping the ‘robotic tendency’ because it has a habit of reducingpractitioners to robot-like beings that uniformly perform identicalactions. This article concerns how the adoption of what I have termedan ‘ethnographic eye’ can help educators to avoid both unfortunatestereotypes and the robotic tendency when teaching about religions.

  • 20. Berglund, Jenny
    Det primära är inte att förstå: Koranundervisning i en svensk friskola2006In: Den mångtydiga skolan: Utbildning i det postmoderna samhället / [ed] Carl Anders Säfström, Lund: Studentlitteratur , 2006, 191-210 p.Chapter in book (Other academic)
  • 21.
    Berglund, Jenny
    Södertörn University, School of Gender, Culture and History, Study of religions.
    Elitidrottarens ramadan2009In: Ramadan: en svensk tradition / [ed] Jenny Berglund & Simon Sorgenfrei, Lund: Arcus , 2009, 139-151 p.Chapter in book (Other academic)
  • 22.
    Berglund, Jenny
    Södertörn University, School of Gender, Culture and History, Study of religions.
    Enriching teacher education with the content of Muslim cultures2012In: Building a shared future: Islam Knowledge and Innovation, London: British Council, 2012, 25-26 p.Chapter in book (Other (popular science, discussion, etc.))
  • 23.
    Berglund, Jenny
    Södertörn University, School of Gender, Culture and History, Study of religions.
    Etnografiska glasögon på religion i vardagen2011In: Religionsdidaktik : mångfald, livsfrågor och etik i skolan / [ed] Malin Löfstedt, Lund: Studentlitteratur, 2011, 125-140 p.Chapter in book (Other academic)
  • 24.
    Berglund, Jenny
    Södertörn University, School of Gender, Culture and History, Study of religions.
    Global questions in the classroom: The formulation of Islamic religious education at Muslim schools in Sweden2011In: Discourse. Studies in the Cultural Politics of Education, ISSN 0159-6306, E-ISSN 1469-3739, Vol. 32, no 4, 497-512 p.Article in journal (Refereed)
    Abstract [en]

    This article focuses on the formulation of Islamic Religious Education (IRE) at two Swedish Muslim schools where fieldwork was conducted in 2005-2008. Its aim is to contribute knowledge to ways in which IRE is formed as a confessional school subject within the framework and under the jurisdiction of the Swedish school system. Even though the general content of the classrooms was fundamentally the same, specific variations were clearly evident. The paper shows that global discussions on matters such as ‘authentic Islam’, gender inequality, and Muslim minority life have influenced the teaching that has been offered in these classrooms. These discussions have developed out of the many ways in which contemporary Muslims can choose to express their faith. And although each teacher deals with these issues in her own unique way, they all attempt to connect them to the pupils’ situation as Muslims in Swedish society as well as to the national curriculum and local school syllabi. This leads to the concept of glocalisation, meaning that just as local conditions adapt to the influences of the global, so do global influences adapt to the conditions of the local. The paper demonstrates how the influences of interpretative tradition, local school context, situational perceptions and globally discussed issues work together to affect the content of IRE, meaning the type of interpretation of Islam that is provided in these schools.

  • 25.
    Berglund, Jenny
    Södertörn University, School of Gender, Culture and History, Study of religions.
    IRU på muslimska friskolor: En översättning av islam till det svenska skolsystemet2011In: Tvära möten: Om utbildning och kritiskt lärande / [ed] Peter Strandbrink, Beatriz Lindqvist och Håkan Forsberg, Huddinge: Södertörns Högskola , 2011, 155-168 p.Chapter in book (Refereed)
  • 26.
    Berglund, Jenny
    Södertörn University, School of Gender, Culture and History, Study of religions.
    Islam för barn i vardag och fest2011In: Barn i religionernas värld / [ed] Jenny Berglund och Gunilla Gunner, Stockholm: Liber, 2011, 114-131 p.Chapter in book (Other academic)
  • 27.
    Berglund, Jenny
    Södertörn University, School of Gender, Culture and History, Study of religions.
    Islam som resurs?2012In: Religion som resurs: existentiella frågor och värderingar i unga svenskars liv / [ed] Mia Lövheim, Jonas Bromander, Skellefteå: Artos & Norma bokförlag, 2012Chapter in book (Other academic)
  • 28.
    Berglund, Jenny
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions.
    Islamic Education in Sweden2013In: Islamic Education in Secular Societies / [ed] Aslan, Ednan & Rausch, Margaret, Framkfurt am Main: Peter Lang Publishing Group, 2013, 163-181 p.Chapter in book (Refereed)
  • 29.
    Berglund, Jenny
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions.
    Islamic identity and its role in the lives of young Swedish Muslims2013In: Contemporary Islam, ISSN 1872-0218, E-ISSN 1872-0226, Vol. 7, no 2, 207-227 p.Article in journal (Refereed)
  • 30.
    Berglund, Jenny
    Södertörn University, School of Gender, Culture and History, Study of religions.
    Muslim Schools in the Nordic Countries2012In: Islam (Instruction) in State-Funded Schools / [ed] Gracienne Lauwers, Jan De Groof, Paul De Hert, Antwerpen: Antwerpen University , 2012, 1, 35-50 p.Chapter in book (Other academic)
  • 31.
    Berglund, Jenny
    Södertörn University, School of Gender, Culture and History, Study of religions.
    Muslim Swim Wear Fashion at Amman Waves on the Internet and Live2008In: CyberOrient : Online Journal of the Middle East, ISSN 1804-3194, Vol. 3, no 1Article in journal (Refereed)
    Abstract [en]

    When viewed on the internet, the waterslides and pools at Amman Waves look deserted, but when paying a visit they are filled with children, women and men in various kinds of swim wear. At Amman Waves women’s swim wear fashion ranges from small bikinis to swim-suits that cover every part of a woman’s body except the face, hands and feet. In this article these differences in covering are discussed and categorized in relation to Islamic law. It is argued that this variation in swim wear also has relevance for European societies since it shows possibilities for negotiations (agreement) between traditional Islamic ideals and ideals in modern Western societies.

  • 32. Berglund, Jenny
    Muslimska friskolor: ett kontroversiellt fenomen i Norden2004In: Svensk religionshistorisk årsskrift, ISSN 0283-0302, no 13, 30-51 p.Article in journal (Other academic)
  • 33. Berglund, Jenny
    Muslimska friskolor i Norden2007In: Religiösa friskolor i Sverige: historiska och nutida perspektiv / [ed] Jenny Berglund & Göran Larsson, Lund: Studentlitteratur , 2007, Upplaga 1:1, 81-102 p.Chapter in book (Other academic)
  • 34.
    Berglund, Jenny
    Södertörn University, School of Gender, Culture and History, Study of religions.
    Muslimskt baddräktsmode på Amman Waves2008In: Hermeneutik, didaktik och teologi: en vänbok till Björn Skogar / [ed] Susanne Olsson & David Thurfjell, [Huddinge]: Susanne Olsson, David Thurfjell , 2008, 143-147 p.Chapter in book (Other academic)
  • 35.
    Berglund, Jenny
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions.
    On the Borders: Religious Education in Northern Europe2016In: Usuteaduslik ajakiri, ISSN 1406-6564, Vol. 69, no 1, 9-24 p.Article in journal (Refereed)
    Abstract [en]

    Around the world, many schools are situated close to a territorial border. In such a situation it is possible, and in some areas probable, that students and teachers interact with people from the other side of the territorial border on a daily or weekly basis. These interactions influence peoples’ lives, but how do they affect education? Does a close relation to a territorial neighbour mean that the culture and religion of the territorial Other is taken into consideration in teaching? Or is education, despite the recommendations on the supranational level, a purely national product?  These issues are addressed in this paper, which empirical material comes from on a cross disciplinary project focusing on religious education in four border areas around the Baltic Sea.

  • 36.
    Berglund, Jenny
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions.
    Publicly Funded Islamic Education in Europe and the United States2015Report (Refereed)
    Abstract [en]

    Islamic religious education in the United States and Europe has become a subject of intense debate after Muslims raised in the West carried out attacks against their fellow citizens. People worry their governments are doing too little or too much to shape the spiritual beliefs of private citizens. In a new analysis paper, Jenny Berglund explains the differences in publicly funded Islamic education in nine European countries and the United States. 

    Berglund lays out the religious education framework of each country and explains the state policies governing the teaching of Islam in public schools. State involvement, Berglund writes, ranges from sponsoring religious education in public schools to forgoing it entirely. The policies vary according to the national political culture of each country, as well as the historical and religious norms that shape public perceptions and debates over religious education. 

    In Germany and Austria, many public schools teach Islam to Muslims as a subject within a broader religious curriculum in which parents can choose their students’ religious courses. In the United Kingdom and Sweden, public schools teach Islam as an academic subject, and train teachers through comparative religious studies departments in universities. French and U.S. public schools do not teach religion, although students can lean about Islam in subjects such as art, history, or literature.

    Despite the diversity of these approaches, Berglund notes three good practices that apply across the board:

    1. Establishing rigorous academic standards of training for teachers of religious education courses.
    2. Providing factual textbooks informed by academic scholarship, both for Islamic religious education and non-confessional school subjects that teach about Islam. 
    3. Building upon current curricular and pedagological best practices through international exchange and dialogue of scholars.

    By adopting these practices, Berglund argues, governments can further their citizens’ knowledge of important aspects of the human experience and promote inclusive citizenship and respect.

  • 37.
    Berglund, Jenny
    Södertörn University, School of Gender, Culture and History, Study of religions.
    Ramadan i skolan2009In: Ramadan: en svensk tradition / [ed] Jenny Berglund & Simon Sorgenfrei, Lund: Arcus , 2009, 37-53 p.Chapter in book (Other academic)
  • 38.
    Berglund, Jenny
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions.
    Redaktören hälsar2014In: Religion och Livsfrågor, ISSN 0347-2159, no 3, 4-5 p.Article in journal (Other (popular science, discussion, etc.))
  • 39. Berglund, Jenny
    Religion som värdeladdade berättelser: islamundervisning på muslimska friskolor2007In: R & L : religion & livsfrågor, ISSN 0347-2159, no 3, 16-17 p.Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Vilken funktion fyller berättelsen i islamundervisningen? Och vad kan den offentliga skolans religionsundervisning lära? Jenny Berglund, doktorand vid Uppsala universitet, beskriver i sin artikel hur hon i sin forskning bland annat fått syn på berättelsernas moraliska, underhållande, identitetsskapande och traditionsförklarande funktion.

  • 40.
    Berglund, Jenny
    Södertörn University, School of Gender, Culture and History, Study of religions.
    Religionsdidaktik2010In: Människor och Makter, 2.0: en introduktion till religionsvetenskap / [ed] Jonas Svensson och Stefan Arvidsson, Halmstad: Högskolan i Halmstad , 2010, 2, 50-55 p.Chapter in book (Refereed)
  • 41.
    Berglund, Jenny
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions.
    Secular normativity and the religification of Muslims in Swedish public schooling2017In: Oxford Review of Education, ISSN 0305-4985, E-ISSN 1465-3915, Vol. 43, no 5, 524-535 p.Article in journal (Refereed)
    Abstract [en]

    This article suggests that the secular norms which influence much of the Swedish school system silence the voices and experiences of young Muslims who also attend Islamic supplementary education. It is based on interviews with 20 Muslim students in Sweden who reflected on their experiences of attending supplementary Islamic education in parallel to their secular schooling. Despite the variety of Islamic education reported by the students, they all held in common that they had learned to read and memorise the Quran as part of their Islamic education. A majority of the students reported that they avoid mentioning their Islamic education classes and their memorisation skills in secular schools since the reaction of teachers has proved to be negative. Those who mentioned that they attended supplementary religious education classes were immediately classified as ‘too religious’, a category that most wanted to avoid. The article shows that to memorise a sacred text stands in stark contrast to much of the educational ideals that prevail in Swedish modern schooling, where a discourse of secular normativity prevails. By using an identity economics model I show that what is perceived as prestigious and rewarding in the Muslim context risks being turned into a cost in the setting of a secular school.

  • 42.
    Berglund, Jenny
    Södertörn University, School of Gender, Culture and History, Study of religions.
    Selektiva traditioner i svensk islamisk religionsundervisning2010In: Att söka kunskap: islamisk utbildning och pedagogik i historia och nutid / [ed] Jenny Berglund, Göran Larsson, Ulf P. Lundgren, Stockholm: Liber, 2010, 132-176 p.Chapter in book (Other academic)
  • 43.
    Berglund, Jenny
    Södertörn University, School of Gender, Culture and History, Study of religions.
    "Snow, Kind Policemen and Health Care Facilities": Choosing Teaching Material for IRE in Muslim Schools in Sweden2009In: Your Heritage and Mine: Teaching in a Multi-Religious Classroom / [ed] Lena Roos & Jenny Berglund, Uppsala: Swedish Science Press [distributör] , 2009, 107-118 p.Chapter in book (Other academic)
  • 44.
    Berglund, Jenny
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions.
    Sweden’s protests against Islamophobia highlight the polarised views of Swedish citizens toward Muslims2015Other (Other (popular science, discussion, etc.))
    Abstract [en]

    Protests have taken place in Sweden in recent weeks following a number of arson attacks on mosques in the country. Jenny Berglund writes on Sweden’s Muslim community and the varying attitudes among the Swedish population toward Islam. She notes that while there is evidence of increasing numbers of hate crimes against Swedish Muslims, the picture is complex, with a strong body of public opinion existing which is supportive of religious freedom and immigration.

  • 45.
    Berglund, Jenny
    Södertörn University, School of Gender, Culture and History, Study of religions.
    Teachers only stand behind parents and God in the eyes of Muslim pupils2012In: Journal of Beliefs and Values, ISSN 1361-7672, E-ISSN 1469-9362, Vol. 33, no 3, 357-367 p.Article in journal (Refereed)
  • 46.
    Berglund, Jenny
    Södertörn University, School of Gender, Culture and History, Study of religions.
    Teaching Islam: Approaching Secular Hegemony in Education2008In: Postcolonial Challenges to the Study of Religion / [ed] Willy Pfändtner & David Thurfell, Uppsala: Swedish Science Press [distributör] , 2008, 29-48 p.Chapter in book (Refereed)
  • 47.
    Berglund, Jenny
    Södertörn University, School of Gender, Culture and History, Study of religions.
    Teaching Islam: Islamic Religious Education at Three Muslim Schools in Sweden2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study concerns the formulation of Islamic religious education (IRE) at three Swedish Muslim schools which offered IRE as an extra curricular subject, one to three hours per week. The study contributes to the understanding of how IRE is formed as a confessional school subject within the framework and under the jurisdiction of the Swedish school system. The meaning of the studied IRE was construed as a way of building connectedness between pupils to both the common Islamic tradition and the Swedish society, but also highlighting and establishing connections between these two entities. The primary finding is that it is inaccurate to speak about IRE in homogeneous terms since the content varies distinctively between different schools. In addition, it has been found that the educational questions considered by the involved teachers are similar to those considered by many other types of teachers. Although classroom observations and teacher interviews showed that the general content of all three IRE classrooms included the teaching of the Quran, Islamic history through religious narratives and song, specific content variations were evident. Differences concerned approaches to the teaching of the Quran, ways of using religious narratives and genre of songs. Therefore pupils in each school received somewhat different answers to local and global questions that were raised in the classrooms, indicating somewhat different interpretations of Islam. These differences suggest that the depiction of IRE as a transmission of Islam to the younger generation is not accurate since it leads to the impression that religions are insulated entities that are capable of being passed from one generation to the next without any change taking place. Instead this study shows that the teachers translate the content of IRE according to their perception of what is vital for their pupils to know and suitable for them to comprehend since they constantly choose content and negote its meaning.

  • 48.
    Berglund, Jenny
    Södertörn University, School of Gender, Culture and History, Study of religions.
    Teaching Islam: Islamic Religious Education in Sweden2010Book (Other academic)
  • 49.
    Berglund, Jenny
    Södertörn University, School of Gender, Culture and History, Study of religions.
    Teaching Islam with Music2008In: Ethnography and Education, ISSN 1745-7823, Vol. 3, no 2, 161-175 p.Article in journal (Refereed)
    Abstract [en]

    We can note a varied use and attitudes to song and music in Islam. In the classroom of Sana – a primary school teacher of Islamic religious education (IRE) in a Muslim school in Sweden – music is an important but not uncontested part of IRE. The music not only supports themes discussed in the classroom but also gives variation to the education. A popular feature is when Sana shows music videos of Sami Yusuf, a young Muslim artist in the ‘Eurovision song contest’ genre, who sings Islamic pop songs. It happens that children comment and say that the pop music she plays in the classroom is haram, forbidden. Sana seldom touches upon the notion of music as forbidden or unlawful in the classroom, but nevertheless it is visible in her choices of music and the way she presents the music for the children. Outside the classroom, in discussion Sana talks about the necessity of finding Islamic role models that attract the young, instead of ‘bearded old men’ that might have interesting things to say but have neither ‘the looks nor the language’ to attract young people. Sana's use of music within IRE is discussed to seize the meanings associated with music and understand the educational choices Sana makes in relation to music. This paper is based on fieldwork that took place during 2005 and 2006.

  • 50.
    Berglund, Jenny
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions.
    Teaching Orthodox religious education on the border2014In: British Journal of Religious Education, ISSN 0141-6200, E-ISSN 1740-7931, Vol. 36, no 3, 282-297 p.Article in journal (Refereed)
    Abstract [en]

    In geographical areas bordering those of other states, the function of educational systems, as the means for states to foster their citizens, is challenged by ambiguities and tensions connected to intercultural experiences. In this article, I illustrate some of the findings from a project that studies religious education in four border areas around the Baltic-Barents Sea, by bringing forward the case of a school teacher who teaches Orthodox religious education (ORE), in a town in Finland close to the border with Russia. Thus, the aim is to present and discuss ORE in Finland as well as to understand what implication the border situation can have on religious education.

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