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  • 1.
    Berglund, Jenny
    Södertörn University, School of Historical and Contemporary Studies, The 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.

  • 2.
    Berglund, Jenny
    Södertörn University, School of Historical and Contemporary Studies, The Study of Religions.
    Education Policy – A Swedish Success Story?: Integration of Newly Arrived Students Into the Swedish School System2017Report (Other academic)
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  • 3.
    Berglund, Jenny
    Södertörn University, School of Historical and Contemporary Studies, The 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, p. 163-181Chapter in book (Refereed)
  • 4.
    Berglund, Jenny
    Södertörn University, School of Historical and Contemporary Studies, The Study of Religions.
    Islamic Religious Education in Muslim Schools: A Translation of Islam to the Swedish School System2016In: Religious Education in a Global-Local World / [ed] Jenny Berglund; Yafa Shanneik; Brian Bocking, Cham: Springer, 2016, p. 109-121Chapter in book (Other academic)
    Abstract [en]

    In the literature about Islamic religious education (IRE), the process of teaching Islam to the younger generation is often referred to as “transmitting Islam”. Obviously, there are certain “facts” that often are transmitted from one generation to another, such as names of prophets, the five pillars of Islam and the words of the Quran. But what significance and meaning these persons and concepts have is not necessarily “transmitted”. In this paper, I argue that using the concept of “transmitting” brings about several problems, such as giving a static view of the process of Islamic education, thereby neglecting the contextualisation that is an important part of all teaching. Drawing on Homi Bhabha, I instead suggest that the concept of translation is more accurate to what teachers of Islamic religious education do, since translation includes notions of interpretation and thereby shows the power teachers have when they make educational choices. The empirical material used in the chapter stems from fieldwork in Swedish Muslim schools.

  • 5.
    Berglund, Jenny
    Södertörn University, School of Historical and Contemporary Studies, The 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.

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    Publicly Funded Islamic Education in Europe and the United States
  • 6.
    Berglund, Jenny
    Södertörn University, School of Historical and Contemporary Studies, The Study of Religions.
    Swedish religion education: Objective but Marinated in Lutheran Protestantism?2013In: Temenos, ISSN 0497-1817, E-ISSN 2342-7256, Vol. 49, no 2, p. 165-184Article in journal (Refereed)
    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.

  • 7.
    Berglund, Jenny
    et al.
    Södertörn University, School of Historical and Contemporary Studies, The Study of Religions.
    Shanneik, Yafa
    University of South Wales, UK.
    Bocking, Brian
    University College Cork College of Arts, Ireland.
    Introduction2016In: Religious Education in a Global-Local World / [ed] Jenny Berglund; Yafa Shanneik; Brian Bocking, Cham: Springer, 2016, p. 1-10Chapter in book (Other academic)
  • 8.
    Jahnke, Fredrik
    Södertörn University, School of Historical and Contemporary Studies, The Study of Religions.
    Toleransens altare och undvikandets hänsynsfullhet: Religion och meningsskapande bland svenska grundskoleelever2021Doctoral thesis, monograph (Other academic)
    Abstract [en]

    In contemporary western society, the changing religious diversity brought to the fore a more visible religion. The Swedish school and the Swedish classrooms are no exception. From a perspective of sensemaking and a wide understanding of religion and religious positions this thesis analyses the discourse on religion among pupils (age 9 to 16) in the Swedish elementary school and under what circumstances they do, or do not, talk about religion with each another. 

    This qualitative study includes themes from and contributes to the study of religion, research on children and young people, and particularly to religious education (RE) in Sweden and elsewhere. The results show that the pupils during the interviews showed different and parallel ways of understanding, relate to and way of talking about religion. However, to some degree they seemed to be unwilling to talk about religion with each other, even though they expressed some interest thereof. Two reasons for this were their limited common discourses on religion, and their concern and anxiety to create conflict and to “step on somebody’s toes”. The latter was also combined with their tendency to show tolerance, respect and deference towards each other. Thirdly, due to their partial lack of discourses on religion the pupils had difficulties to position themselves in relation to religion and to understand others. For instance, this came to the fore and was exemplified by the non-Christian Swedish pupils. They seemed to lack categories to speak of themselves in relation to religion and, for instance, answer questions like: “What do you believe in?”.

    Even though the pupils did not talk much about religion with each other, the result shows that they had several ways of talking about and understanding religion and religious phenomena – for instance based on popular culture. Not all these understandings and discourses on religion where paid attention to in school or in class. Instead, the pupils had to adapt to discourses prevalent in school which narrowed the possible ways of understanding and talking about religion. In line with this, there were several positions in relation to religion – for instance unsure and uncertain positions – in these schools that was not observed. However, these pupils also have the need to express and understand themselves in relation to religion as well as being understood by others. This is a future challenge for RE-research as well as teaching in schools.

    The results of this study show, lastly, that the experience and desires expressed by the pupils concerning talking about religion differed to a great extent from the use of dialogue in RE-research. Among the pupils it seemed that the conversation about religion was sacrificed on the altars of tolerance, respect and deference. These results were discussed in relation to the concept of safe space, a concept that needs to be elaborated and sharpened further in RE.

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    Toleransens altare och undvikandets hänsynsfullhet
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  • 9. Kuusisto, Arniika
    et al.
    Straarup, Jørgen
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions.
    Schihalejev, Olga
    Kallionemi, Arto
    Vikdahl, Linda
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions.
    Theoretical and methodological perspectives to studying religious and cultural diversity in Finnish, Swedish and Estonian comprehensive schools2018In: New international studies on religions and dialouge in education / [ed] Martin Ubani, Münster: Waxmann Verlag, 2018, p. 31-45Chapter in book (Refereed)
    Abstract [en]

    This article presents some of the theoretical and methodological considerations in studying religious and cultural diversity in Finnish, Swedish and Estonian comprehensive schools. The perspective arises from our experiences of carrying out an international comparative research project looking at pupils´perspectives to diversity in the educational settings and their wider everyday environments.  The data were gathered in diverse comprehensive school contexts across Sweden, Estonia and Finland. The article illustrates several important issues that are often lacking in the studies in this area and need to be accounted for when examining cultural and religious diversity in the schools and the everyday lives of children and youth.

  • 10.
    Nilsson, Staffan
    Södertörn University, School of Historical and Contemporary Studies, The Study of Religions.
    Det oförutsägbara klassrummet - utmaningar och möjligheter2018In: Interkulturell religionsdidaktik: utmaningar och möjligheter / [ed] Olof Franck & Peder Thalén, Lund: Studentlitteratur AB, 2018, 1, p. 109-129Chapter in book (Refereed)
  • 11.
    Nilsson, Staffan
    Södertörn University, School of Historical and Contemporary Studies, The Study of Religions.
    Majoritetskulturella föreställningar om religion: en interkulturell utmaning i ett mångreligiöst Sverige2020In: Perspektiv på interkulturalitet / [ed] Helena Hill, Huddinge: Södertörns högskola, 2020, p. 11-19Chapter in book (Other academic)
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  • 12.
    Schihalejev, Olga
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions. Tartu University, Estonia.
    Religion in the school context: Freedom from or of religion?2016Conference paper (Refereed)
    Abstract [en]

    The presentation discusses how different models of learning religion promote respect for the right to freedom of religion or belief. Three different models of learning about religion are offered in Estonian schools: there are schools with no Religious Education, others have inclusive Religious Education, and there are also religiously-oriented schools with a confessional approach to teaching religion. The article draws on data of the research done in the framework of REDCo project (the main project 2006-2009, replicative study in 2012) and also CARDIPS project (2014). The research projects studied students' views about how they see religion in education. The samples consist of students from different Estonian regions and different experience of learning about religions. Their attitudes to two questions are studied. First, how do students differ in their own attitudes about the need to respect a person who is of a different religion? Second, what do young people think about religious freedoms in the school context? The results of the study call out for discussion of practicing religious freedom in school and practices what may best contribute to a tolerant society.

  • 13.
    Schihalejev, Olga
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions. Tartu Univeristy.
    Secular youth in Estonia and they sacred world2014In: HOLY CRAP -INTERSECTIONS OF THE POPULAR AND THE SACRED IN YOUTH CULTURES 28–29 August 2014, Helsinki, Finland: Presentations abstracts, 2014, p. 15-Conference paper (Other academic)
    Abstract [en]

    Estonia has been one of the most secularised countries in Europe according to several researches. Young people affiliate themselves with organised religion even less than older cohorts. My paper looks behind the curtains of secularised mentality. What do young people in Estonia believe? Paper draws on the different researches, such as European Values Study, EUU 2010 (On Life, Faith and Religious Life) and the research project „Religion in Education – A contribution to Dialogue or a factor of Conflict in transforming societies of European Countries“ (REDCo) Funded by the European Commission within the framework of the FP6.

    The results reveal multi-layered and non-linear relation between young people’s affiliation and their beliefs. How far the views of non-affiliated could be classified as ‘secular’ or young people with Christian affiliation share Christian beliefs? What are the contextual factors what may contribute to such beliefs? The question of how research can take into consideration seemingly hectic and inconsistent religious views will be explored.

  • 14.
    Schihalejev, Olga
    Södertörn University, School of Historical and Contemporary Studies, The Study of Religions. Tartu University.
    Shifting borders in religious education in Estonia2015In: Crossings and Crosses: Borders, Educations, and Religions in Northern Europe / [ed] Berglund, Jenny; Lundén, Thomas; Strandbrink, Peter, Boston / Berlin: Walter de Gruyter, 2015, p. 85-104Chapter in book (Other academic)
    Abstract [en]

    In religious education we can distinguish between different models what resemble also countries’ geo-political, religious and educational tradition. Estonia situates in the crossroads of east and west and its turbulent history has influenced also its religious education (RE). During last hundred years political and religious landscape of the country has altered, also RE in schools has undergone several cataclysms. How could RE in today’s Estonia be classified?

    The article explores the historical developments in religious landscape of Estonia by outlining its most significant changes in last hundred years and focusing more on religious outlook of Estonian people today. The fourth wave of European Values Study (2008-2009) provides comparative data for Nordic countries (Finland, Sweden, Norway), Estonia and its neighbours with shared past from south and east (Russia, Latvia and Lithuania).

    Estonian tradition of RE will be explored in its historical context. Then the changes in the concepts, aims and contents of RE during the last 23 years will be investigated by analysing RE syllabi of 1997 and 2010 and changes in the legislation. The results answer the question, is there shift from post-socialist model of RE to Nordic one in Estonian RE?

  • 15.
    Schihalejev, Olga
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions. Tartu University.
    The structure and rationale of the research project CARDIPS2015Conference paper (Other academic)
  • 16.
    Schihalejev, Olga
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions. Tartu University.
    What makes you happy? Drawings of 10-years old children in Estonia and Sweden2016Conference paper (Other academic)
    Abstract [en]

    Research project "Cultural and religious diversity in primary school" investigates the pupil’s experience of cultural and religious diversity in selected schools from Sweden and Estonia,  structural factors on that experience and the effect of variation in age and family tradition. The countries represent different experiences of cultural and religious diversity.

    The research applies mixed methods approach. Surveys are carried out with both quantitative and qualitative components. Questionnaire data from pupils (special questionnaires for 3rd, 6th and 9th grade, it is 9-10, 12-13 and 15-16 year old pupils) is supplemented with interviews of a small number of the pupils, their teachers and parents.

    The paper analyses 3rd graders drawings about what makes them happy. The dawings were part  of the questionnaire about cultural and religious diversity in their everyday experience and at school. The paper answers the question, what values can be found in drawings of boys and girls aged 9-10 from different religious and ethnic backgrounds in two different countries.

  • 17.
    Schihalejev, Olga
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions. Tartu Univeristy.
    Who benefits from Religious Education in Estonia?2014Conference paper (Other academic)
    Abstract [en]

    The paper uses the tools of sociology of religion and relates its findings to pedagogy. Estonia may be called a natural laboratory of RE in a secular context (Neill&Schihalejev 2012). Here one can find a lot of schools without a distinctive subject for learning religion. The other schools have an optional RE in primary schools learning stories from different religious traditions, predominantly Christian ones. There are also schools where students in upper grades learn about different world religions. Several religious schools offer Christian religious education for pupils of different religious and non-religious backgrounds. This makes possible to compare the attitudes of young people with different experience of RE.

    The paper focuses on the Estonian REDCo data (n=573) pupils (age group 14-17) but compares the results to these got in REDCo quantitative study in 2008 (n=1208). The questions, both from REDCo II sample and REDCoI sample, what make up the biggest distinctions between these different groups will be examined in the paper: how pupils assess their experience of education about religion and how they deal with religious diversity. The findings will be related to other relevant researches done in Estonia (Census 2011, Jõks et al 2010 etc) and analysed using the Communities of Learning model, in which a classroom is understood as a set of cultural contexts where dialogues permit the analysis of context and also shape it (Ligorio 2010). The findings are discussed also in relation to recent policies to RE in Estonia.

     

    References

    Census 2011 (2013) http://www.stat.ee/rel2011

    Jõks, Eerik; Kilemit, Liina; Rentel, Anu; Teder, Tauno (2012, Eds.). Astu alla rahva hulka: artikleid ja arutlusi Eesti elanikkonna vaimulaadist (230 - 248). Tallinn: Eesti Kirikute Nõukogu

    Ligorio, M. Beatrice  (2010) Dialogical Relationship between Identity and Learning,  Culture & Psychology March 2010 16: 93-107,

    Neill, Sean; Schihalejev, Olga (2012). Influences on students’ views on religions and education in England and Estonia. Jackson, Robert (Ed.). Religion, Education, Dialogue and Conflict Perspectives on Religious Education Research (118 - 132). London: Routledge

  • 18.
    Schihalejev, Olga
    et al.
    University of Tartu, Tartu, Estonia.
    Kuusisto, Arniika
    Stockholm University.
    Vikdahl, Linda
    Södertörn University, School of Historical and Contemporary Studies, The Study of Religions.
    Kallioniemi, Arto
    University of Helsinki, Helsinki, Finland.
    Religion and children’s perceptions of bullying in multicultural schools in Estonia, Finland and Sweden2020In: Journal of Beliefs and Values, ISSN 1361-7672, E-ISSN 1469-9362, Vol. 41, no 3, p. 371-384Article in journal (Refereed)
    Abstract [en]

    The paper explores children and youths? perceptions of the reasons for bullying in multicultural schools. How do their different backgrounds explain the variations in those perceptions? The questions will be answered based on data gathered from 9 to 10, 12 to 13 and 15 to 16-year-old students (N = 2781) in Estonia, Finland and Sweden. A survey and in-depth interviews were used in the study. About half of the students have been frequently or occasionally bullied. According to the data, the reasons for bullying were frequently attributed to visible external features, such as physical appearance or clothing, but also to the bullied students? choice of friends and language use. The most vulnerable students are those with a migration background, those who speak a different language at home that is not the language of the national majority, or who have been raised in more religiously observant families.

  • 19.
    Straarup, Jørgen
    Södertörn University, School of Historical and Contemporary Studies, The Study of Religions.
    Belief in God, Jesus and afterlife, West and East of the Gulf of Bothnia2014In: Религия,  religio и религиозность  в региональном и глобальном измерении: материалы международной научно-практической конференции, 30 сентября 2014 года, г. Владимир / [ed] Аринин, Е. И., Vladimir, Ryssland: Vladimir State University, ВлГУ , 2014, p. 279-317Chapter in book (Refereed)
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  • 20.
    Straarup, Jørgen
    Södertörn University, School of Historical and Contemporary Studies, The Study of Religions.
    Diversity in Estonian and Swedish primary schools, a pilot study2017Report (Other academic)
    Abstract [en]

    In primary schools around the Baltic Sea, various forms of diversity are visible. In Estonia, one might expect the Russian-speaking population to be a major source of diversity, but since Estonian and Russian speaking students seldom share classroom, the experience of diversity is found in arenas other than primary school. In Finland, the beginnings of ethnic diversity is perceptible due to increasing immigration. In Sweden, with its longer immigration history, ethnic diversity is tangible in almost every classroom in primary schools.

    The new modes of variation among students, cultural and religious diversity, present a new task for teachers, administrators and headteachers alike, ensuring that the countries’ guidelines for addressing diversity are respected and implemented in the everyday life of schools and students. The differences between the countries around the Baltic Sea notwithstanding, the presence of cultural and religious diversity in a school built on aspirations to tackle social inequality and difference, but not dealing with national, cultural and religious differences, is a new challenge for the school systems.

    To describe the variation between the three countries, as well as parts of the regional variation within the countries, decisions for a pilot study were taken.

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  • 21.
    Straarup, Jørgen
    Södertörn University, School of Historical and Contemporary Studies, The Study of Religions. Umeå universitet.
    Från outsourcing till "insourcing": Trosundervisningen i Svenska kyrkan under 1900-talet2013In: Kyrkohistorisk årsskrift, ISSN 0085-2619, p. 47-56Article in journal (Other academic)
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    KÅ 2013 Jørgen Straarup webb.pdf
  • 22.
    Straarup, Jørgen
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions.
    Importance of religion according to primary school students aged 10, 13 and 162015Conference paper (Other academic)
  • 23.
    Straarup, Jørgen
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions.
    Importance of religion according to primary school students aged 10, 13 and 16: The problem of reliability2015Conference paper (Other academic)
  • 24.
    Straarup, Jørgen
    Södertörn University, School of Historical and Contemporary Studies, The Study of Religions.
    Kristendom och annan religion i Hortlax och Nykarleby2016In: Lika som bär?: Det religiösa landskapet i Hortlax och Nykarleby / [ed] Mayvor Ekberg, Jørgen Straarup, Mårten Björkgren, Kjell Herberts, Ida Strandberg, Umeå & Vasa: Kungl. Skytteanska Samfundet & Svensk-Österbottniska Samfundet , 2016, p. 22-27Chapter in book (Other academic)
  • 25.
    Straarup, Jørgen
    Södertörn University, School of Historical and Contemporary Studies, The Study of Religions.
    Migranters religiösa mötesplatser: en teoriprövning2021In: Socialt arbete i ett mångkulturellt Sverige: migrationens bidrag till folkhemmet / [ed] Ali Hajighasemi; Jørgen Straarup, Stockholm: Liber, 2021, p. 208-224Chapter in book (Other academic)
  • 26.
    Straarup, Jørgen
    Södertörn University, School of Historical and Contemporary Studies, The Study of Religions.
    Sociologiska svar2016In: Varför finns religion? / [ed] David Thurfjell, Stockholm: Molin & Sorgenfrei, 2016, p. 100-119Chapter in book (Other academic)
  • 27.
    Straarup, Jørgen
    Södertörn University, School of Historical and Contemporary Studies, The Study of Religions.
    Såsom på bio2020In: Kvinnligt religiöst ledarskap: En vänbok till Gunilla Gunner / [ed] Simon Sorgenfrei & David Thurfjell, Huddinge: Södertörns högskola, 2020, p. 325-335Chapter in book (Other academic)
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    Såsom på bio
  • 28.
    Straarup, Jørgen
    Södertörn University, School of Historical and Contemporary Studies, The Study of Religions.
    Trosuppfattningar2016In: Lika som bär?: Det religiösa landskapet i Hortlax och Nykarleby / [ed] Mayvor Ekberg, Jørgen Straarup, Mårten Björkgren, Kjell Herberts, Ida Strandberg, Umeå & Vasa: Kungl. Skytteanska Samfundet & Svensk-Österbottniska Samfundet , 2016, p. 99-143Chapter in book (Other academic)
  • 29.
    Straarup, Jørgen
    Södertörn University, School of Historical and Contemporary Studies, The Study of Religions.
    Virtual Religious Communities: Old Wine in New Wineskins?2015In: Global Community?: Transnational and Transdisciplinary Exchanges / [ed] Henrik Enroth; Douglas Brommesson, Lanham: Rowman & Littlefield Publishers, 2015Chapter in book (Other academic)
  • 30.
    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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  • 31.
    Vikdahl, Linda
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions.
    Det kommer inte på tal: En studie om religiös och kulturell mångfald i grundskolan2018Book (Other academic)
    Abstract [sv]

    Den religiösa pluralismen har ökat markant i Sverige de senaste decennierna och mycket talar för att den kommer att fortsätta att öka. Skolan är en plats där barn och unga kommer samman oavsett religiös och kulturell tillhörighet.

    I Det kommer inte på tal intervjuas ett 50-tal grundskoleelever om deras upplevelser och erfarenheter av religiös mångfald i skolan med syftet att förstå vilka processer som påverkar deras uppfattningar. Vilka omständigheter har betydelse för deras upplevelser? Vilken roll spelar föräldrar, skola och vänner? Och har barnets ålder betydelse för hens erfarenheter av religiös och kulturell pluralism? För att få en fördjupad förståelse för elevernas berättelse intervjuas också några lärare och rektorer.

    Boken riktar sig till blivande lärare, skolpersonal i tjänst och andra som är intresserade av religiös och kulturell pluralism i skolan.

  • 32.
    Vikdahl, Linda
    Södertörn University, School of Historical and Contemporary Studies, The Study of Religions.
    I väntan på nådens år2020In: Kvinnligt religiöst ledarskap: En vänbok till Gunilla Gunner / [ed] Simon Sorgenfrei & David Thurfjell, Huddinge: Södertörns högskola, 2020, p. 229-239Chapter in book (Other academic)
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    I väntan på nådens år
  • 33.
    Vikdahl, Linda
    Södertörn University, School of Historical and Contemporary Studies, The Study of Religions.
    Medborgarskap, rättighet och demokrati: Om delaktighet i kyrkans kulturarv för personer med utvecklingsstörning2017In: Mellan himmel och jord: Svenska kyrkans kulturarv / [ed] Göran Gunner; Maria Södling, Stockholm: Verbum , 2017, 1, p. 133-148Chapter in book (Refereed)
  • 34.
    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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    fulltext
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