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
Pluralistisk religionsundervisning og egengjøring som ideal. Hva kan vi lære av erfaringene til barn med hindubakgrunn?
Høgskolen i Oslo og Akershus.
2013 (Norwegian)In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2013:2, 115-141 p.Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to contribute to the development of a more pluralistic Religious Education. The Norwegian RE teaching in state schools is meant to be "objective, critical and pluralistic". A project about Hindu children’s experiences with the Norwegian subject "Religion, Philosophies of Life and Ethics" revealed constructs of normality in Religious Education. These normality constructs are based on Western ideas about religion. The findings from the project provide specific knowledge of the children's agency, but this knowledge has also raised critical questions about normality constructs and laid the groundwork for a larger discussion of issues related to children and religious education more generally. The article presents some of the children’s experiences, including the concept of religion, concepts of the divine and the relation between faith and religious practice. The analyses revealed that the children often represented an alternative or oppositional discourse and that the children's positioning themselves could challenge "RE-normality" by representing inclusive attitudes to other religions, expressing complex understandings of the divine and representing approaches to religious practice that differed from the dominant discourse. From this point of departure the article discusses approaches that can contribute to a more pluralistic and fair teaching and avoid othering and exoticism. The approaches are inspired by Homi Bhabha’s "third space", Edward Soja’s "spatial theory", "visual culture" from art history, narrative theory and dialogical approaches.

Place, publisher, year, edition, pages
Karlstad: CSD Karlstad , 2013. no 2013:2, 115-141 p.
Keyword [en]
HINDU CHILDREN, PLURALISTIC RELIGIOUS EDUCATION, AGENCY AND OTHERING, NORMALITY CONSTRUCTS IN RE
National Category
Didactics
Research subject
Religious Studies and Theology
Identifiers
URN: urn:nbn:se:kau:diva-30087OAI: oai:DiVA.org:kau-30087DiVA: diva2:666039
Available from: 2013-11-21 Created: 2013-11-21 Last updated: 2017-12-06

Open Access in DiVA

fulltext(343 kB)552 downloads
File information
File name FULLTEXT01.pdfFile size 343 kBChecksum SHA-512
3b45d2487bfdf1c21316e16ad94dd79e3195043d76e0652d08b1b33ef7970cf3eea435bb6c66dd54fae31476ce87a6caf69e3207c340a4ffbaf5f240179462f7
Type fulltextMimetype application/pdf

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

Search outside of DiVA

GoogleGoogle Scholar
Total: 552 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: 789 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