Identitetsbegreppet i religionsundervisning vid svensk gymnasieskola Analys av identitetsteorier

Abstract

In this study I try to answer the question what to consider when teaching about identity and religious identity in Religious Studies at Upper Secondary Schools in Sweden. This inquiry is based on the fact that the latest Program manuals for upper secondary school, GY11, instructs the teachers to talk about identity and religion, while in the Curriculum for upper secondary scool, Lpf 94, as well as the latest curriculum, SKOLFS 2011, the idea of identity seems linked with ethnicity. With this in mind I want to clarify what might be meant with the concept of identity. By referring to several different identity theories I propose to illustrate the complexity of the concept. I study gender, queer and postcolonial theory as well as different aspects of class structure and commodification of identity, all through the perspective of intersectionality. Intersectionality is not a theory as such but a method of studying various perspectives of an issue. It is an analytical praxis of using several angles of investigation and explanation together, all phrased with the background of the question of power. That means that the use of one type of analysis does not rule out another theoretical angle. Intersectionality wants to make everyday use of power structure visible. In the specific context of teaching I suggest to let that complexity be known also to the students, to make them aware of the reading-between-the-lines that postmodern theories provide with the purpose of deconstructing preconceived notions. As Religious Studies also includes the study of foreign cultures it might be a topic where the other is easily essentialised therefore I think it is important that teachers can investigate also their own part in upholding current structures.