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  • 1.
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Education, Education.
    Language matters: gendering Religious Education teaching2018In: British Journal of Religious Education, ISSN 0141-6200, E-ISSN 1740-7931, Vol. 40, no 3, p. 317-326Article in journal (Refereed)
    Abstract [en]

    Taking its point of departure in the idea that language is never neutral but always coded in the masculine or the feminine (Irigaray), the main purpose of the paper is to explore the gendered coding of Religious Education teaching and how this coding interplays in shaping relationships and knowledge in the classroom. As recent research shows, debates about religion are becoming increasingly aggressive in many Western democracies and Religious Education is not unaffected by this. Drawing on Luce Irigaray’s notion of sexual difference the paper argues that RE tends to have a masculine coding in its overemphasis on beliefs, creeds and concepts. This not only positions both girls and boys as feminine in relation to (masculine) religion, it also fails to offer the more nuanced understanding of religious life so well needed today. The paper is divided into three sections. The first outlines briefly, theoretically and methodologically, the larger study of which this paper is part. The second offers an exposition of Irigaray’s thinking on sexual difference, and the third relates her philosophy to three empirical examples. The paper ends with a summary of the main points of the argument and the implications of language matters for Religious Education teaching.

  • 2.
    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, p. 39-52Article 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.

  • 3.
    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, p. 282-297Article 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.

  • 4.
    Olsson, Susanne
    Södertörn University, School of Gender, Culture and History, Study of religions.
    Our view on the Other: issues regarding school textbooks2010In: British Journal of Religious Education, ISSN 0141-6200, E-ISSN 1740-7931, Vol. 32, no 1, p. 41-48Article in journal (Refereed)
    Abstract [en]

    Studies of the image of Muslims or 'the Other' in general have been done to a certain extent by Western scholars showing that stereotyped images have been prevalent. In the case of Islamic studies, the long tradition of Orientalist scholarship is a clear example of this, but, as researchers have shown, generalisations and stereotypes are still apparent in school textbooks. This article discusses some general and problematic areas that pertain to textbooks. The focus is on what critical issues we need to take into consideration when discussing or performing textbook production and how we can think about these.

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