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  • 1.
    Berglund, Jenny
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions. University of Warwick, Coventry, England.
    Continuity and Change: Experiences of Teaching Religious Education in the Light of a Life Trajectory of Hifz and Secular Education2017In: Religion & Education, ISSN 1550-7394, E-ISSN 1949-8381, Vol. 44, no 1, p. 88-100Article in journal (Refereed)
    Abstract [en]

    In this article, microhistory is used to (1) bring understanding to some of the educational, but also social and political questions that at present surround Muslims schools and Islamic Education in England; and (2) to question oft created dichotomy between Islamic and secular education, by bringing forward an educational journey, consistent of both Islamic education and secular education. The focus lies on the life of a British hafiz who works as a religious education teacher at a Muslim school in East London.

  • 2.
    Vikdahl, Linda
    Södertörn University, School of Historical and Contemporary Studies, The Study of Religions. Högskolan i Gävle.
    A lot is at stake. On the possibilities for religion-related dialog in a school, in Sweden2019In: Religion & Education, ISSN 1550-7394, E-ISSN 1949-8381, Vol. 46, no 1, p. 81-100Article in journal (Refereed)
    Abstract [en]

    This article reports the experiences of religion-related dialog among 24 Swedish students and their teacher in religion education. All students had immigrant backgrounds from the Middle East and all of them had strong religious convictions. By using qualitative analysis to reveal their experiences with dialog in school, the concept of “safe space” is critically discussed. The students’ educational environment was not a “safe space” when it came to religion-related dialog, in part because historical and political conflicts in the Middle East have an impact on students’ willingness to open up. The case study provides an example of the effects of the wider political and societal context on the micro-structure of classroom-interaction.

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  • 3.
    Vikdahl, Linda
    et al.
    Södertörn University, School of Historical and Contemporary Studies, The Study of Religions.
    Skeie, G.
    University of Stavanger, Stavanger, Norway.
    Possibilities and limitations of religion-related dialog in schools: Conclusion and discussion of findings from the ReDi project2019In: Religion & Education, ISSN 1550-7394, E-ISSN 1949-8381, Vol. 46, no 1, p. 115-129Article in journal (Refereed)
    Abstract [en]

    This article links together the findings of the case studies reported in this special issue and reflects upon the possibilities and limitations of religion-related dialog in school education at a more systematic level. It also discusses the findings of the case studies in relation to other research and suggests some ideas for further investigation.

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1 - 3 of 3
CiteExportLink to result list
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Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • harvard-anglia-ruskin-university
  • apa-old-doi-prefix.csl
  • sodertorns-hogskola-harvard.csl
  • sodertorns-hogskola-oxford.csl
  • Other style
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  • en-US
  • fi-FI
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