Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Samma konflikter men olika inramning – Kontroversiella frågor relaterade till Mellanösternkonflikterna i religionskunskap och samhällskunskap
Högskolan Väst.
2019 (Swedish)In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2019:3, p. 73-100Article in journal (Refereed) Published
Abstract [en]

The conflicts in the Middle East are not confined to a geographical area but have both a global and a local dimension. International conflicts, crises and acts of terrorism have consequences in the classroom practice, partly because current events are part of the content in social studies subjects, but partly because an increasing number of pupils have personal experiences and/or personal views on different aspects of these conflicts, also in relation to nationalist, xenophobic, antisemitic and islamophobic discourses. The overall aim of this paper is to investigate and compare how the Middle Eastern conflicts and related topics are raised within Religious Education and Social Studies. Are there differences in content and ways of talking in Religious Education compared to Social Studies and, if so, how? What implications have different subject framings for discourses and perspectives and hence, what becomes possible to learn? The study is based on participatory classroom observations of Religious Education and Social Studies at Swedish upper secondary schools. Interviews with teachers and focus group interviews with pupils have been conducted. The analyses indicate that migration, terrorism, anti-semitism, and islamophobia were major themes raised in relation to the conflicts in both subjects. The experiences of pupils largely affected classroom discourse. However, there were differences between how the conflicts were framed and discussed. In Religious Education, it was more common for teachers to downplay conflict perspectives and emphasize empathy, similarities and existential features while in Social Studies there was greater focus on formal ways of dealing with conflicts in terms of regulations and institutions.  

Place, publisher, year, edition, pages
Karlstad: CSD Karlstad , 2019. no 2019:3, p. 73-100
Keywords [en]
RELIGIOUS EDUCATION, SOCIAL STUDIES, CONTROVERSIAL ISSUES, CONFLICTS CLASSROOM OBSERVATION
National Category
Didactics
Identifiers
URN: urn:nbn:se:kau:diva-75844OAI: oai:DiVA.org:kau-75844DiVA, id: diva2:1374263
Available from: 2019-11-29 Created: 2019-11-29 Last updated: 2019-11-29Bibliographically approved

Open Access in DiVA

fulltext(531 kB)13 downloads
File information
File name FULLTEXT01.pdfFile size 531 kBChecksum SHA-512
5313ca2673b36b2f41443fba766f17d340c9511f74c7e3b8ee5ace2e681de3a3bccffe9397e61f3e74c0dbb108073f2bbcebab0ae20e04b7eb79012805254297
Type fulltextMimetype application/pdf

In the same journal
Nordidactica: Journal of Humanities and Social Science Education
Didactics

Search outside of DiVA

GoogleGoogle Scholar
Total: 13 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 49 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf