Teacher discourse constructing different social positions of pupils in Finnish separative and integrative religious education
This article examines social practices within classroom discourse in two different Finnish religious educational contexts. The article critically observes the construction of certain positions and identities as part of the school discourse and the inclusive vs exclusive practices of language. The re...
| VerfasserInnen: | ; |
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| Medienart: | Elektronisch Aufsatz |
| Sprache: | Englisch |
| Verfügbarkeit prüfen: | HBZ Gateway |
| Journals Online & Print: | Lade...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Veröffentlicht: |
Routledge
2018
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| In: |
Journal of beliefs and values
Jahr: 2018, Band: 39, Heft: 2, Seiten: 144-156 |
| normierte Schlagwort(-folgen): | B
Finnland
/ Religionsunterricht
/ Diskurs
/ Religion
/ Spezifikation
/ Integration
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| RelBib Classification: | AH Religionspädagogik AX Interreligiöse Beziehungen KBE Nordeuropa; Skandinavien RF Christliche Religionspädagogik; Katechetik |
| weitere Schlagwörter: | B
Discourse Analysis
B teacher discourse B Exclusion B religious education (RE) |
| Online Zugang: |
Volltext (kostenfrei) |
| Zusammenfassung: | This article examines social practices within classroom discourse in two different Finnish religious educational contexts. The article critically observes the construction of certain positions and identities as part of the school discourse and the inclusive vs exclusive practices of language. The research material consists of classroom observations and staff interviews from two separate studies. The first study investigates two cases in separative religious education (RE), Islamic and Lutheran. The second study deals with integrative practices of RE. In this study, discourse analysis as a methodological tool is used to examine discursive practices in RE lessons. The study will explore the following question: What kinds of subjectivities are constructed through teachers' discursive practices in separative and integrative RE? The study will demonstrate that teachers use scientific language to underline the objective nature of RE and use the language of belonging to engage their pupils on a personal level. The former ends up silencing the religious stance, while the latter often excludes those who do not share those specific experiences. The findings reveal some challenges in developing inclusive teaching. |
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| ISSN: | 1469-9362 |
| Enthält: | Enthalten in: Journal of beliefs and values
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| Persistent identifiers: | DOI: 10.1080/13617672.2018.1450805 |