Tid for terror. Læreres håndtering av kontroversielle spørsmål i skolens religions- og livssynsundervisning
Religious Education in Norway has been criticised for avoiding conflict perspectives and controversial issues. This article looks closer at some of these issues by focusing on how teachers in upper secondary school have dealt with the terrorist attacks in Norway on 22 July 2011 in the subject matter...
| Main Authors: | , |
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| Format: | Article |
| Language: | Danish |
| Published: |
Kirkelig Pedagogisk Senter (IKO)
2017-02-01
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| Series: | Prismet |
| Online Access: | https://journals.uio.no/prismet/article/view/4478 |
| _version_ | 1819027077381226496 |
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| author | Trine Anker Marie von der Lippe |
| author_facet | Trine Anker Marie von der Lippe |
| author_sort | Trine Anker |
| collection | DOAJ |
| description | Religious Education in Norway has been criticised for avoiding conflict perspectives and controversial issues. This article looks closer at some of these issues by focusing on how teachers in upper secondary school have dealt with the terrorist attacks in Norway on 22 July 2011 in the subject matter Religion and Ethics. This study takes as a starting point a previous study among students in upper secondary schools and their perceptions of what school has done in the aftermath of the incident, by adding teachers’ perspectives (Anker & von der Lippe 2015). The findings from the student survey showed that 22 July has almost been silenced in school, and the interviews with the teachers partly confirm this. The picture is however broadened, and shows that teachers have dealt with the issues in different ways. An important finding is that teachers´ personal and academic competencies seem to be important for whether and how controversial subjects are included in their teachings or not.
Keywords: 22. July, controversial issues, democratic citizenship, religious extremism, religious education
Nøkkelord: 22. juli, kontroversielle problemer, demokratisk statsborgerskap, religiøs ekstremisme, religionsundervisning |
| first_indexed | 2024-12-21T05:36:44Z |
| format | Article |
| id | doaj.art-5036b2bbcc5c40cab3f719f6eae9736e |
| institution | Directory Open Access Journal |
| issn | 0032-8847 2535-311X |
| language | Danish |
| last_indexed | 2024-12-21T05:36:44Z |
| publishDate | 2017-02-01 |
| publisher | Kirkelig Pedagogisk Senter (IKO) |
| record_format | Article |
| series | Prismet |
| spelling | doaj.art-5036b2bbcc5c40cab3f719f6eae9736e2022-12-21T19:14:22ZdanKirkelig Pedagogisk Senter (IKO)Prismet0032-88472535-311X2017-02-01410.5617/pri.4478Tid for terror. Læreres håndtering av kontroversielle spørsmål i skolens religions- og livssynsundervisningTrine Anker0Marie von der Lippe1Førsteamanuensis i religionsvitenskap ved MFFørsteamanuensis i religionsvitenskap, Universitet i BergenReligious Education in Norway has been criticised for avoiding conflict perspectives and controversial issues. This article looks closer at some of these issues by focusing on how teachers in upper secondary school have dealt with the terrorist attacks in Norway on 22 July 2011 in the subject matter Religion and Ethics. This study takes as a starting point a previous study among students in upper secondary schools and their perceptions of what school has done in the aftermath of the incident, by adding teachers’ perspectives (Anker & von der Lippe 2015). The findings from the student survey showed that 22 July has almost been silenced in school, and the interviews with the teachers partly confirm this. The picture is however broadened, and shows that teachers have dealt with the issues in different ways. An important finding is that teachers´ personal and academic competencies seem to be important for whether and how controversial subjects are included in their teachings or not. Keywords: 22. July, controversial issues, democratic citizenship, religious extremism, religious education Nøkkelord: 22. juli, kontroversielle problemer, demokratisk statsborgerskap, religiøs ekstremisme, religionsundervisninghttps://journals.uio.no/prismet/article/view/4478 |
| spellingShingle | Trine Anker Marie von der Lippe Tid for terror. Læreres håndtering av kontroversielle spørsmål i skolens religions- og livssynsundervisning Prismet |
| title | Tid for terror. Læreres håndtering av kontroversielle spørsmål i skolens religions- og livssynsundervisning |
| title_full | Tid for terror. Læreres håndtering av kontroversielle spørsmål i skolens religions- og livssynsundervisning |
| title_fullStr | Tid for terror. Læreres håndtering av kontroversielle spørsmål i skolens religions- og livssynsundervisning |
| title_full_unstemmed | Tid for terror. Læreres håndtering av kontroversielle spørsmål i skolens religions- og livssynsundervisning |
| title_short | Tid for terror. Læreres håndtering av kontroversielle spørsmål i skolens religions- og livssynsundervisning |
| title_sort | tid for terror laereres handtering av kontroversielle sporsmal i skolens religions og livssynsundervisning |
| url | https://journals.uio.no/prismet/article/view/4478 |
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