Accepted Visibility of Worldviews in Finnish Basic Education – Teachers’ Attitudes in Boundary Setting
This study examines the attitudes of teachers toward the visibility of worldviews in public education as well as how teachers negotiate the boundaries of acceptability based on these attitudes. The question raised several issues: on the one hand, the clashing of increasingly complex, diverse, and se...
| 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: |
Routledge, Taylor & Francis Group
2022
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| Dans: |
Religious education
Année: 2022, Volume: 117, Numéro: 2, Pages: 154-170 |
| Sujets non-standardisés: | B
Worldviews
B Teachers B teachers’ autonomy B visibility of worldviews |
| Accès en ligne: |
Volltext (lizenzpflichtig) |
| Résumé: | This study examines the attitudes of teachers toward the visibility of worldviews in public education as well as how teachers negotiate the boundaries of acceptability based on these attitudes. The question raised several issues: on the one hand, the clashing of increasingly complex, diverse, and secularized worldviews and, on the other hand, the strong roots of Christian hegemony in Finland. Twenty in-service teachers were interviewed for this study. The study was implemented using a qualitative attitude approach. The results show that teachers’ attitudes differ in setting boundaries around the visibility of worldviews in schools. |
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| ISSN: | 1547-3201 |
| Contient: | Enthalten in: Religious education
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| Persistent identifiers: | DOI: 10.1080/00344087.2021.2012047 |