Relationellt arbete i kristet präglade skolmiljöer En kvalitativ studie om lärararbete på kristet profilerade folkhögskoleutbildningar

Abstract

The aim of this study is to examine the thoughts and perspectives of teachers at Swedish folk high schools with a denominational Christian profile. The study focuses on how these teachers navigate various roles in relation to their participants, and how they integrate their own religious beliefs within their pedagogical profession. Educators from schools fitting the profile were interviewed, and the content of these interviews was analyzed using a thematic approach. Relational pedagogy is applied as the theoretical framework for interpreting the empirical material, as a tool to inspect how teachers perceive education and relationships while incorporating their religious beliefs. The analysis, conducted through the lens of relational pedagogy, reveals that teachers commonly utilize a multitude of different social roles and that they emphasize relational aspects in their work. Additionally, the findings indicate that teachers are transparent about their religious beliefs, but carefully regard and reflect on this openness to prevent negative outcomes. The study finds that the results align with the ideas present within the research questions, previous research, and the theoretical framework, reinforcing the importance of relational pedagogy in this context.