Contesting religious boundaries at school: A case from Norway
This article examines the experiences of Norwegian high school girls with Muslim backgrounds in learning about Islam in religious education (RE). The empirical material consists of observations from a high school class in Norway and interviews with girls in the class. The findings support previous r...
| 1. VerfasserIn: | |
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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: |
Sage
2022
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| In: |
Critical research on religion
Jahr: 2022, Band: 10, Heft: 2, Seiten: 187-199 |
| normierte Schlagwort(-folgen): | B
Norwegen
/ Religionsunterricht
/ Islam
/ Darstellung
/ Muslimin
/ Erfahrung
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| RelBib Classification: | AD Religionssoziologie; Religionspolitik AE Religionspsychologie AH Religionspädagogik BJ Islam KBE Nordeuropa; Skandinavien |
| weitere Schlagwörter: | B
High School
B Islam B Religious Education B Representation B Boundaries B Responsibility |
| Online Zugang: |
Volltext (kostenfrei) |
| Zusammenfassung: | This article examines the experiences of Norwegian high school girls with Muslim backgrounds in learning about Islam in religious education (RE). The empirical material consists of observations from a high school class in Norway and interviews with girls in the class. The findings support previous reports that Islam as a topic may be challenging for students with Muslim backgrounds. They also suggest that the RE classroom is a space where religious boundaries can go from blurred to bright as a result of students’ reactions to educational content and its foci on Islam. As many teachers find the topic of Islam potentially controversial and thus challenging to teach, this article offers insights that may help teachers to understand and deal with students’ reactions in the classroom context. |
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| ISSN: | 2050-3040 |
| Enthält: | Enthalten in: Critical research on religion
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| Persistent identifiers: | DOI: 10.1177/20503032211044431 |