Reading religion in Norwegian textbooks: are individual religions ideas or people?
Different religions are treated in different ways in Norwegian sixth form textbooks. We carried out an exhaustive content analysis of the chapters devoted to individual religions in textbooks for the Religion and Ethics course currently available in Norway, using rigorous indicators to code each wor...
| Auteurs: | ; |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
[publisher not identified]
[2019]
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| Dans: |
British Journal of religious education
Année: 2019, Volume: 41, Numéro: 1, Pages: 41-53 |
| Sujets / Chaînes de mots-clés standardisés: | B
Norwegen
/ Enseignement de la religion
/ Manuel
/ Religion
/ Idée
/ Personne
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| RelBib Classification: | AA Sciences des religions AH Pédagogie religieuse BG Grandes religions KBE Scandinavie RF Pédagogie religieuse |
| Sujets non-standardisés: | B
Asymmetry
B Norway B religion as idea B religion as people B Textbooks |
| Accès en ligne: |
Accès probablement gratuit Volltext (Verlag) |
| Résumé: | Different religions are treated in different ways in Norwegian sixth form textbooks. We carried out an exhaustive content analysis of the chapters devoted to individual religions in textbooks for the Religion and Ethics course currently available in Norway, using rigorous indicators to code each word, image and question according to whether they were treated the religion as a set of ideas or a group of people. After adjusting for trends in the different kinds of data (word, image, question), we found that Buddhism and Christianity receive significantly more attention for their ideas than Hinduism, Islam and Judaism, which are treated more as people. This difference cannot be explained by the national syllabus or the particularities of the individual religions. The asymmetry also has implications for the pupils' academic, moral and pedagogical agency for which teachers play a critical role in compensating. |
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| ISSN: | 1740-7931 |
| Contient: | Enthalten in: British Journal of religious education
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| Persistent identifiers: | DOI: 10.1080/01416200.2018.1484691 |