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  • 1.
    Ackfeldt, Anders
    et al.
    Lunds universitet.
    Berglund, Jenny
    Södertörns högskola, Institutionen för historia och samtidsstudier, Religionsvetenskap.
    Brusi, Frédéric
    Stockholms universitet.
    Cato, Johan
    Lunds universitet.
    Dogan, Güney
    Göteborgs universitet.
    Fazlhashemi, Mohammad
    Uppsala universitet.
    Gardell, Mattias
    Uppsala universitet.
    Hjärpe, Jan
    Lunds universitet.
    Hylén, Torsten
    Högskolan Dalarna.
    Johansson, Andreas
    Linnéuniversitetet.
    Karlsson Minganti, Pia
    Stockholms universitet.
    Kittelmann Flensner, Karin
    Högskolan Väst.
    Larsson, Göran
    Göteborgs universitet.
    Olsson, Susanne
    Otterbeck, Jonas
    Lunds universitet.
    Poljarevic, Emin
    Uppsala universitet.
    Sander, Åke
    Göteborgs universitet.
    Sorgenfrei, Simon
    Södertörns högskola, Institutionen för historia och samtidsstudier, Religionsvetenskap.
    Stjernholm, Simon
    Köpenhamns universitet.
    Stenberg, Leif
    Centrum för Mellanösternstudier, Lund.
    Svensson, Jonas
    Linnéuniversitetet.
    Törning, Lenita
    Birkbeck, University of London, UK.
    Undermålig forskning i svensk myndighetsrapport2017Annet (Annet (populærvitenskap, debatt, mm))
  • 2.
    Berglund, Jenny
    Södertörns högskola, Institutionen för genus, kultur och historia, Religionsvetenskap.
    Al-ahbash2008Inngår i: Religion i Sverige / [ed] Ingvar Svanberg, David Westerlund, Stockholm: Dialogos , 2008, 1. uppl., s. 251-252Kapittel i bok, del av antologi (Fagfellevurdert)
  • 3.
    Berglund, Jenny
    Södertörns högskola, Institutionen för historia och samtidsstudier, Religionsvetenskap.
    An Ethographic Eye on religion in Everyday life2014Inngår i: British Journal of Religious Education, ISSN 0141-6200, E-ISSN 1740-7931, Vol. 36, nr 1, s. 39-52Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 4.
    Berglund, Jenny
    Södertörns högskola, Institutionen för historia och samtidsstudier, Religionsvetenskap. University of Warwick, Coventry, England.
    Continuity and Change: Experiences of Teaching Religious Education in the Light of a Life Trajectory of Hifz and Secular Education2017Inngår i: Religion & Education, ISSN 1550-7394, E-ISSN 1949-8381, Vol. 44, nr 1, s. 88-100Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 5. Berglund, Jenny
    Det primära är inte att förstå: Koranundervisning i en svensk friskola2006Inngår i: Den mångtydiga skolan: Utbildning i det postmoderna samhället / [ed] Carl Anders Säfström, Lund: Studentlitteratur , 2006, s. 191-210Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 6.
    Berglund, Jenny
    Södertörns högskola, Institutionen för historia och samtidsstudier, Religionsvetenskap.
    Education Policy – A Swedish Success Story?: Integration of Newly Arrived Students Into the Swedish School System2017Rapport (Annet vitenskapelig)
    Fulltekst (pdf)
    fulltext
  • 7.
    Berglund, Jenny
    Södertörns högskola, Institutionen för genus, kultur och historia, Religionsvetenskap.
    Elitidrottarens ramadan2009Inngår i: Ramadan: en svensk tradition / [ed] Jenny Berglund & Simon Sorgenfrei, Lund: Arcus , 2009, s. 139-151Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 8.
    Berglund, Jenny
    Södertörns högskola, Institutionen för genus, kultur och historia, Religionsvetenskap.
    Enriching teacher education with the content of Muslim cultures2012Inngår i: Building a shared future: Islam Knowledge and Innovation, London: British Council, 2012, s. 25-26Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 9.
    Berglund, Jenny
    Södertörns högskola, Institutionen för genus, kultur och historia, Religionsvetenskap.
    Etnografiska glasögon på religion i vardagen2011Inngår i: Religionsdidaktik : mångfald, livsfrågor och etik i skolan / [ed] Malin Löfstedt, Lund: Studentlitteratur, 2011, s. 125-140Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 10.
    Berglund, Jenny
    Södertörns högskola, Institutionen för genus, kultur och historia, Religionsvetenskap.
    Global questions in the classroom: The formulation of Islamic religious education at Muslim schools in Sweden2011Inngår i: Discourse. Studies in the Cultural Politics of Education, ISSN 0159-6306, E-ISSN 1469-3739, Vol. 32, nr 4, s. 497-512Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 11.
    Berglund, Jenny
    Södertörns högskola, Institutionen för historia och samtidsstudier, Religionsvetenskap.
    Hunden i ett mångreligiöst samhälle2014Inngår i: Från renhållningshjon till modeaccessoar: 10 000 år av relationer människa-hund i Sverige / [ed] Anne-Sofie Gräslund och Ingvar Svanberg, Uppsala: Swedish Science Press, 2014, s. 153-169Kapittel i bok, del av antologi (Fagfellevurdert)
  • 12.
    Berglund, Jenny
    Södertörns högskola, Institutionen för genus, kultur och historia, Religionsvetenskap.
    Högt förtroende för svenska lärare bland unga muslimer2011Inngår i: Perspektiv på islam : en vänbok till Christer Hedin / [ed] Susanne Olsson och Simon Sorgenfrei, Stockholm: Dialogos Förlag, 2011, s. 199-204Kapittel i bok, del av antologi (Fagfellevurdert)
  • 13.
    Berglund, Jenny
    Södertörns högskola, Institutionen för genus, kultur och historia, Religionsvetenskap.
    IRU på muslimska friskolor: En översättning av islam till det svenska skolsystemet2011Inngår i: Tvära möten: Om utbildning och kritiskt lärande / [ed] Peter Strandbrink, Beatriz Lindqvist och Håkan Forsberg, Huddinge: Södertörns Högskola , 2011, s. 155-168Kapittel i bok, del av antologi (Fagfellevurdert)
    Fulltekst (pdf)
    IRU på muslimska friskolor: En översättning av islam till det svenska skolsystemet
  • 14.
    Berglund, Jenny
    Södertörns högskola, Institutionen för genus, kultur och historia, Religionsvetenskap.
    Islam för barn i vardag och fest2011Inngår i: Barn i religionernas värld / [ed] Jenny Berglund och Gunilla Gunner, Stockholm: Liber, 2011, s. 114-131Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 15.
    Berglund, Jenny
    Södertörns högskola, Institutionen för genus, kultur och historia, Religionsvetenskap.
    Islam som resurs?2012Inngår i: Religion som resurs: existentiella frågor och värderingar i unga svenskars liv / [ed] Mia Lövheim, Jonas Bromander, Skellefteå: Artos & Norma bokförlag, 2012Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 16.
    Berglund, Jenny
    Södertörns högskola, Institutionen för historia och samtidsstudier, Religionsvetenskap.
    Islamic Education in Sweden2013Inngår i: Islamic Education in Secular Societies / [ed] Aslan, Ednan & Rausch, Margaret, Framkfurt am Main: Peter Lang Publishing Group, 2013, s. 163-181Kapittel i bok, del av antologi (Fagfellevurdert)
  • 17.
    Berglund, Jenny
    Södertörns högskola, Institutionen för historia och samtidsstudier, Religionsvetenskap.
    Islamic identity and its role in the lives of young Swedish Muslims2013Inngår i: Contemporary Islam, ISSN 1872-0218, E-ISSN 1872-0226, Vol. 7, nr 2, s. 207-227Artikkel i tidsskrift (Fagfellevurdert)
  • 18.
    Berglund, Jenny
    Södertörns högskola, Institutionen för historia och samtidsstudier, Religionsvetenskap.
    Islamic Religious Education in State Funded Muslim Schools in Sweden: A Sign of Secularization or Not?2014Inngår i: Tidsskrift for islamforskning, ISSN 1901-9580, E-ISSN 1901-9580, Vol. 8, nr 1, s. 275-301Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article the establishment of publicly funded Muslim schools in Sweden is described and analysed. This is done by reference to relevant debates about these schools as well as to the content of the extracurricular subject Islamic Religious Education (IRE), which is what distinguishes a Muslim school from other schools in Sweden. The article also raises the question to what extent the appearance of IRE within publicly funded Muslim schools implies that Islam in the Swedish context is turning into what José Casanova has termed a ‘deprivatized public religion’. It claims that Islam to a certain extent tends to be viewed as deprivatized even though it is not articulated in this way in schools. The conclusion drawn in relation to the study presented in this chapter is that Islam is rather following the Swedish secularization pattern and is not viewed as an alternative societal order which instead would indicate a de-privatization.

    Fulltekst (pdf)
    Islamic Religious Education in State Funded Muslim Schools in Sweden: A Sign of Secularization or Not?
  • 19.
    Berglund, Jenny
    Södertörns högskola, Institutionen för genus, kultur och historia, Religionsvetenskap.
    Muslim Schools in the Nordic Countries2012Inngår i: Islam (Instruction) in State-Funded Schools / [ed] Gracienne Lauwers, Jan De Groof, Paul De Hert, Antwerpen: Antwerpen University , 2012, 1, s. 35-50Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 20.
    Berglund, Jenny
    Södertörns högskola, Institutionen för genus, kultur och historia, Religionsvetenskap.
    Muslim Swim Wear Fashion at Amman Waves on the Internet and Live2008Inngår i: CyberOrient : Online Journal of the Middle East, ISSN 1804-3194, Vol. 3, nr 1Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 21. Berglund, Jenny
    Muslimska friskolor: ett kontroversiellt fenomen i Norden2004Inngår i: Svensk religionshistorisk årsskrift, ISSN 0283-0302, nr 13, s. 30-51Artikkel i tidsskrift (Annet vitenskapelig)
  • 22. Berglund, Jenny
    Muslimska friskolor i Norden2007Inngår i: Religiösa friskolor i Sverige: historiska och nutida perspektiv / [ed] Jenny Berglund & Göran Larsson, Lund: Studentlitteratur , 2007, Upplaga 1:1, s. 81-102Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 23.
    Berglund, Jenny
    Södertörns högskola, Institutionen för genus, kultur och historia, Religionsvetenskap.
    Muslimskt baddräktsmode på Amman Waves2008Inngår i: Hermeneutik, didaktik och teologi: en vänbok till Björn Skogar / [ed] Susanne Olsson & David Thurfjell, [Huddinge]: Susanne Olsson, David Thurfjell , 2008, s. 143-147Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 24.
    Berglund, Jenny
    Södertörns högskola, Institutionen för historia och samtidsstudier, Religionsvetenskap.
    On the Borders: Religious Education in Northern Europe2016Inngår i: Usuteaduslik ajakiri, ISSN 1406-6564, Vol. 69, nr 1, s. 9-24Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 25.
    Berglund, Jenny
    Södertörns högskola, Institutionen för historia och samtidsstudier, Religionsvetenskap.
    Princely Companion or Object of Offense?: The Dog’s Ambiguous Status in Islam2014Inngår i: Society and Animals, ISSN 1063-1119, E-ISSN 1568-5306, Vol. 22, nr 6, s. 545-559Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Negative attitudes toward dogs are common in Muslim societies. Thus, in studying both past and present Muslim writings on dogs, a contradictory picture emerges, indicating that Muslim attitudes toward dogs have had their ambiguities. At times the dog has been presented as the lowest, filthiest, and vilest of creatures, and at times the dog appears as a perfect role model, exemplifying qualities like loyalty, devotion, and self-sacrifice. There are signs that attitudes toward dogs are changing in some Muslim soci-eties. One such sign is that an increasing number of people in Muslim countries are now keeping dogs as companion animals. The following research will be used to highlight ambiguities as well as changes in order to not only better understand the position of the dog within Islam, but also to provide a very concrete example of how interpretations of religions are not isolated or single but are dependent on context.

  • 26.
    Berglund, Jenny
    Södertörns högskola, Institutionen för historia och samtidsstudier, Religionsvetenskap.
    Publicly Funded Islamic Education in Europe and the United States2015Rapport (Fagfellevurdert)
    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.

    Fulltekst (pdf)
    Publicly Funded Islamic Education in Europe and the United States
  • 27.
    Berglund, Jenny
    Södertörns högskola, Institutionen för genus, kultur och historia, Religionsvetenskap.
    Ramadan i skolan2009Inngår i: Ramadan: en svensk tradition / [ed] Jenny Berglund & Simon Sorgenfrei, Lund: Arcus , 2009, s. 37-53Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 28.
    Berglund, Jenny
    Södertörns högskola, Institutionen för historia och samtidsstudier, Religionsvetenskap.
    Redaktören hälsar2014Inngår i: Religion och Livsfrågor, ISSN 0347-2159, nr 3, s. 4-5Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
    Fulltekst (pdf)
    fulltext
  • 29. Berglund, Jenny
    Religion som värdeladdade berättelser: islamundervisning på muslimska friskolor2007Inngår i: R & L : religion & livsfrågor, ISSN 0347-2159, nr 3, s. 16-17Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
    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.

  • 30.
    Berglund, Jenny
    Södertörns högskola, Institutionen för genus, kultur och historia, Religionsvetenskap.
    Religionsdidaktik2010Inngår i: Människor och Makter, 2.0: en introduktion till religionsvetenskap / [ed] Jonas Svensson och Stefan Arvidsson, Halmstad: Högskolan i Halmstad , 2010, 2, s. 50-55Kapittel i bok, del av antologi (Fagfellevurdert)
    Fulltekst (pdf)
    fulltext
  • 31.
    Berglund, Jenny
    Södertörns högskola, Institutionen för historia och samtidsstudier, Religionsvetenskap.
    Secular normativity and the religification of Muslims in Swedish public schooling2017Inngår i: Oxford Review of Education, ISSN 0305-4985, E-ISSN 1465-3915, Vol. 43, nr 5, s. 524-535Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 32.
    Berglund, Jenny
    Södertörns högskola, Institutionen för genus, kultur och historia, Religionsvetenskap.
    Selektiva traditioner i svensk islamisk religionsundervisning2010Inngår i: Att söka kunskap: islamisk utbildning och pedagogik i historia och nutid / [ed] Jenny Berglund, Göran Larsson, Ulf P. Lundgren, Stockholm: Liber, 2010, s. 132-176Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 33.
    Berglund, Jenny
    Södertörns högskola, Institutionen för historia och samtidsstudier, Religionsvetenskap.
    Singing and Music: A Multifaceted and Controversial Aspect of Islamic Religious Education in Sweden2014Inngår i: Reforms in Islamic Education: International Perspectives / [ed] Charlene Tan, London: Bloomsbury Academic, 2014, s. 211-230Kapittel i bok, del av antologi (Fagfellevurdert)
  • 34.
    Berglund, Jenny
    Södertörns högskola, Institutionen för genus, kultur och historia, Religionsvetenskap.
    "Snow, Kind Policemen and Health Care Facilities": Choosing Teaching Material for IRE in Muslim Schools in Sweden2009Inngår i: Your Heritage and Mine: Teaching in a Multi-Religious Classroom / [ed] Lena Roos & Jenny Berglund, Uppsala: Swedish Science Press [distributör] , 2009, s. 107-118Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 35.
    Berglund, Jenny
    Södertörns högskola, Institutionen för historia och samtidsstudier, Religionsvetenskap.
    Sweden’s protests against Islamophobia highlight the polarised views of Swedish citizens toward Muslims2015Annet (Annet (populærvitenskap, debatt, mm))
    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.

    Fulltekst (pdf)
    fulltext
  • 36.
    Berglund, Jenny
    Södertörns högskola, Institutionen för historia och samtidsstudier, Religionsvetenskap.
    Swedish religion education: Objective but Marinated in Lutheran Protestantism?2013Inngår i: Temenos, ISSN 0497-1817, E-ISSN 2342-7256, Vol. 49, nr 2, s. 165-184Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article, I use the experience of a Czech doctoral student to discuss why religion education in Sweden can be understood as both deeply Lutheran and at the same time neutral and objective. In do- ing this, I look at the present syllabus in religion education, point to some of the changes that have been made in relation to the previous syllabus, and highlight some of the controversies that arose when it was written in 2010. I also put Swedish religion education and Swed- ish educational system in a historical context, pointing to its relation to liberal theology and cultural Protestantism. In addition, I present how teacher education is organized for religion education teachers and how the academic Study of Religions has been an important part of this during recent decades. At the end of the article I reflect upon the protestant taste of Sweden’s ‘non-denominational and neutral’ religion education.

  • 37.
    Berglund, Jenny
    Södertörns högskola, Institutionen för genus, kultur och historia, Religionsvetenskap.
    Teachers only stand behind parents and God in the eyes of Muslim pupils2012Inngår i: Journal of Beliefs and Values, ISSN 1361-7672, E-ISSN 1469-9362, Vol. 33, nr 3, s. 357-367Artikkel i tidsskrift (Fagfellevurdert)
  • 38.
    Berglund, Jenny
    Södertörns högskola, Institutionen för genus, kultur och historia, Religionsvetenskap.
    Teaching Islam: Approaching Secular Hegemony in Education2008Inngår i: Postcolonial Challenges to the Study of Religion / [ed] Willy Pfändtner & David Thurfell, Uppsala: Swedish Science Press [distributör] , 2008, s. 29-48Kapittel i bok, del av antologi (Fagfellevurdert)
  • 39.
    Berglund, Jenny
    Södertörns högskola, Institutionen för genus, kultur och historia, Religionsvetenskap.
    Teaching Islam: Islamic Religious Education at Three Muslim Schools in Sweden2009Doktoravhandling, monografi (Annet vitenskapelig)
    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.

  • 40.
    Berglund, Jenny
    Södertörns högskola, Institutionen för genus, kultur och historia, Religionsvetenskap.
    Teaching Islam: Islamic Religious Education in Sweden2010Bok (Annet vitenskapelig)
  • 41.
    Berglund, Jenny
    Södertörns högskola, Institutionen för genus, kultur och historia, Religionsvetenskap.
    Teaching Islam with Music2008Inngår i: Ethnography and Education, ISSN 1745-7823, Vol. 3, nr 2, s. 161-175Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 42.
    Berglund, Jenny
    Södertörns högskola, Institutionen för historia och samtidsstudier, Religionsvetenskap.
    Teaching Orthodox religious education on the border2014Inngår i: British Journal of Religious Education, ISSN 0141-6200, E-ISSN 1740-7931, Vol. 36, nr 3, s. 282-297Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 43.
    Berglund, Jenny
    Södertörns högskola, Institutionen för historia och samtidsstudier, Religionsvetenskap.
    The Quest for Gender Equality and Empowerment among Ibrahim's Daugthers2013Inngår i: The 2nd International Khadija Conference Journal 2013, Kista: Kista Folkhögskola , 2013, Vol. 2, s. 7-14Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This paper concerns strategies for gender equality and empowerment based in religious texts and ideals within the so called Abrahamic religions. It begins by showing similarities between Jewish, Christian and Muslim equality strategies and based on these it suggests an Abrahamic “action plan” for equality. Some examples of how Swedish Muslims have sought gender equality and empowerment through Islam is then presented as well as a discussion on how and why some think the concept of feminism is useful to describe equality aspirations while others prefer to avoid it. Finally, the paper summarizes and discusses how knowledge about “Ibrahim’s daughters” can include, support and strengthen the position of Muslims women in the Swedish society and elsewhere.

  • 44.
    Berglund, Jenny
    Södertörns högskola, Institutionen för historia och samtidsstudier, Religionsvetenskap.
    The Study of Islamic Education: A Litmus Test on State Relations to Muslim Minorities2017Inngår i: Method and Theory in the Study of Religion: Working Papers from Hannover / [ed] Steffen Führding, Brill Academic Publishers, 2017, s. 232-258Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    In this paper I argue that it is possible to understand publicly funded religious education as a litmus test for church-state-society relations and that the specific study of publicly funded Islamic education can be seen as a litmus test for the relation between various Western democracies and their Muslim minority populations.[1] I will compare and analyze state funded Islamic education in eight European countries pointing to the transformations and adaptations that Muslim communities have, on different levels, done to fit into each educational setting. The presentation shows that issues of integration, social cohesion, but also Islamophobia in each national setting affect what in the end becomes Islamic education.

  • 45.
    Berglund, Jenny
    Södertörns högskola, Institutionen för genus, kultur och historia, Religionsvetenskap.
    Trofast tjänare eller oren demon?: Hundens mångtydiga ställning inom islam2009Inngår i: Hunden i kult och religion: På gränsen mellan heligt och profant / [ed] Jenny Berglund och Ingvar Svanberg, Göteborg: Daidalos , 2009, s. 113-127Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 46.
    Berglund, Jenny
    Södertörns högskola, Institutionen för historia och samtidsstudier, Religionsvetenskap.
    Vad studerar vi som religion?: Rami Shaaban om elitfotboll och muslimsk fasta2014Inngår i: Zlatan Frälsaren och andra texter om religion och idrott: en festskrift till David Westerlund / [ed] Susanne Olsson, Olof Sundqvist & David Thurfjell, Farsta: Molin & Sorgenfrei , 2014, s. 278-295Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 47.
    Berglund, Jenny
    Södertörns högskola, Institutionen för historia och samtidsstudier, Religionsvetenskap.
    Vad är religion i svenska religionskunskapsböcker?2014Inngår i: Religion och Livsfrågor, ISSN 0347-2159, nr 3, s. 6-8Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
    Fulltekst (pdf)
    fulltext
  • 48.
    Berglund, Jenny
    Södertörns högskola, Institutionen för genus, kultur och historia, Religionsvetenskap.
    What takes place in the Quran class?: Quran lessons, a part of the Swedish educational system2006Inngår i: Religion, Spirituality and Identity / [ed] Kirsi Tirri, Bern: Peter Lang , 2006, s. 203-220Kapittel i bok, del av antologi (Fagfellevurdert)
  • 49.
    Berglund, Jenny
    et al.
    Södertörns högskola, Institutionen för genus, kultur och historia, Religionsvetenskap.
    Gunner, GunillaSödertörns högskola, Institutionen för genus, kultur och historia, Religionsvetenskap.
    Barn i religionernas värld2011Collection/Antologi (Annet vitenskapelig)
  • 50. Berglund, Jenny
    et al.
    Larsson, Göran
    Södertörns högskola, Institutionen för genus, kultur och historia.
    Religiösa friskolor i Sverige: historiska och nutida perspektiv2007 (oppl. 1 uppl.)Bok (Annet vitenskapelig)
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