Att tala om religion i skolan. : – Hur religionslärare förhåller sig till en sekularistisk diskurs och metoder för att främja personliga samtal om religion i klassrummet.

• Main Author: Jönsson, Johan
• Format: Others
• Language: Swedish
• Published: Uppsala universitet, Teologiska institutionen 2018
• Subjects: public religion; private religion; didactics; secularist discourse; religious education; upper secondary school teachers; Offentlig religion; privat religion; didaktik; sekularistisk diskurs; religionskunskap; gymnasielärare; Didactics; Didaktik; Religious Studies; Religionsvetenskap
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-339286

Religious education teachers in modern secular countries like Sweden are faced with many challenges. For example: how do the teachers encourage students to talk about religion when religion is largely understood as a private matter? Kittelmann Flensner found in her 2015 study that Swedish schools operate under what she calls a secularist discourse. This paper aims to examine that claim by analysing interviews with active Swedish religious education teachers. By applying Systematic text condensation to four transcribed interviews and analysing the results, this paper looks at what traces of a secularist discourse that can be found. Furthermore, the paper aims to answer how teachers relate to a secularist discourse and what didactic choices they make to encourage their students to talk about religion.To analyse these questions Kittelmann Flensner’s term secularist discourse is used along with Shiner and Casanova’s views on secularism. In terms of the didactic perspective, Hartman’s presentation of the didactic questions is used to analyse some of the methods teachers describe in the material. In short, my results show that Kittelmann Flensner might have generalized her results when it comes to viewing religion as a private matter in the classroom. Additionally, Casanova’s view on secularisation can explain only a few instances of public religion in the classroom. My conclusion is that the secularist discourse may be present in many classrooms but with exceptions in some multi-religious classes. My conclusion regarding the didactic analysis is that religious education teachers who want their students to talk more about religion need to do mainly three things; get to know their students well, spark interest among the students and bridge the gap between talking about religion in private and in public.