Browsing by Author "Kittelmann Flensner, Karin"

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»Finns det några religiösa här?« Pedagogiskt drama som metodik i ämneslärarutbildningen i religionskunskap
(LIR. journal, 2017) Kittelmann Flensner, Karin
In recent years, both school and teacher education have been much debated in Sweden and a vast amount of reforms has been implemented. One of the modifications in the policy documents of teacher training is that the concept of methodology was reintroduced in teacher education. This means that the responsibility to educate teachers both in subject knowledge, as well as in didactics and methodology are the concerns of the departments where the teacher students study their specialized subjects. An example of a methodology used in a variety of ways, with different purposes and in different groups, is educational drama. Educational drama is commonly used in professional programs, for example in legal education, medical education, nursing education, social work education, physical therapist education and teacher training. What arguments for educational drama are there to be found in research? How could this methodology be part of the teacher training program in religious education? What would possible advantages and disadvantages of this kind of methodology be? These questions will be discussed in this article.
Religious Education in Contemporary Pluralistic Sweden
(2015-11-19) Kittelmann Flensner, Karin
In the mandatory, integrative and non-confessional school subject of Religious Education in Sweden, all students are taught together regardless of religious or secular affiliation. The overall aim of this thesis is to explore and analyse how Religious Education (RE) can be socially constructed in the upper secondary school classroom practice in the pluralistic context of contemporary Sweden. The result is based on findings from participant observations of 125 Religious Education lessons at three upper secondary schools in Sweden, both on vocational programs and on preparatory programs for higher education. Discourse analysis, curriculum theory, and didaktik of religion are used as theoretical and analytic approaches. The findings indicate that a secularist discourse was hegemonic in the classroom practice and implied norm of talking about religion, religions and worldviews as something outdated and belonging to history. A non-religious, atheistic position was articulated as neutral and unbiased in relation to the subject matter and was associated with being a rational, critically thinking person. However, there were also spiritual and swedishness discourses of religion that in some respects challenged the hegemonic discourse, but also enforced it. The programs at upper secondary schools were influenced by different educational discourses called a private discourse and an academic rational discourse, which affected the construction of the subject in these different contexts. Implications of the discourses are discussed in relation to the classroom practice and aims of Religious Education.
Religious Education in Contemporary Pluralistic Sweden
(2015-11-19) Kittelmann Flensner, Karin
In the mandatory, integrative and non-confessional school subject of Religious Education in Sweden, all students are taught together regardless of religious or secular affiliation. The overall aim of this thesis is to explore and analyse how Religious Education (RE) can be socially constructed in the upper secondary school classroom practice in the pluralistic context of contemporary Sweden. The result is based on findings from participant observations of 125 Religious Education lessons at three upper secondary schools in Sweden, both on vocational programs and on preparatory programs for higher education. Discourse analysis, curriculum theory, and didaktik of religion are used as theoretical and analytic approaches. The findings indicate that a secularist discourse was hegemonic in the classroom practice and implied norm of talking about religion, religions and worldviews as something outdated and belonging to history. A non-religious, atheistic position was articulated as neutral and unbiased in relation to the subject matter and was associated with being a rational, critically thinking person. However, there were also spiritual and swedishness discourses of religion that in some respects challenged the hegemonic discourse, but also enforced it. The programs at upper secondary schools were influenced by different educational discourses called a private discourse and an academic rational discourse, which affected the construction of the subject in these different contexts. Implications of the discourses are discussed in relation to the classroom practice and aims of Religious Education.