| Summary: | The aim of this study is to analyse upper secondary teachers’ perception of identity within Religious Education in Sweden. Through interviews with seven teachers, the study found that they perceive identity differently regarding the position, function, structure and content of the concept in their education. The different perceptions can be described as different aspects of a spectrum, where the informants emphasised identity either as central starting-point or as an addition. Furthermore, whose identity the Religious Education focused on, according to the teachers, also differed. Some of them depicted the pupils’ own identity and the identity of others as separated parts of the education, while others discussed the possibility and necessity to teach the two aspects in relation to each other. Lastly, there was a difference between the absence of an intersectional perspective and an implicit presence of one, when discussing the structure of an identity. These findings are thereafter discussed in relation to their didactic implications regarding the pupils learning of themselves and of others in the Swedish multicultural society in a self-reflecting process.
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