Religionen i klass(!)rummet : En studie om betydelsen av klass i elevers tal om religion och religionsundervisningen på gymnasiet.

• Main Author: Mörk, Johanna
• Format: Others
• Language: Swedish
• Published: Uppsala universitet, Teologiska institutionen 2015
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-255694

Sweden  has  been  characterized  as  one  of  the world’s most  secular  countries, even though  it is  becoming  increasingly more multicultural.  This,  combined  with  the fact that pupils do  not  feel  they  have  enough  time  in  school  for  Religious  Education and that the requirements are increasing made me interested in how they talk about religion in upper secondary school. The aim of this study is to see if there are any differences between how pupils in vocational programs and academic programs are talking about religion and Religious Education. The main questions that were raised revolved around 1)  how  pupils  talk  about  what  religion  is,  2)  how  they  talk  about  religion  in  the Swedish  society  and  3) how  they  talk  about  Religious  Education  in  upper  secondary school. The questions were also about what similarities and differences I could find in the way they talked about these subjects. The used data came from a qualitative study with  four  main  focus  groups  with  a  total  of  22 upper  secondary  pupils.  The  method used  is a  content  analysis  of focus  groups with  a  thematic classification  of  the  result. The  thematic analysis  is  inspired from  the  method  of  discourse  analysis,  because the comparison is primarily  based  on how the  different  study  programs are  talking about religion  in  society  and  Religious  Education. The  theories  I  used  were  secularization theory based on Peter L. Berger and Pierre Bourdieu’s class theory of cultural capital. The  result showed  that  there  are  similarities  in what the  pupils are  talking  about,  but that  there  are  differences  in how they  express  themselves. For  example  the  pupils  in academic programs  use  a more  elaborated terminology  than the  pupil’s  in  the vocational   programs   did. The   study   showed   that   the   pupil’s cultural   capital contributed  to  different  ways  of  talking  about  religion  in  society  and  Religious Education,  which  complemented  other  differences  in  ways  of  talking  related  to  the pupil’s gender and religiosity.