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Ett fokus på levd islam bortanför maximalistiska representationer
Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.ORCID iD: 0000-0002-9865-1869
2021 (Swedish)In: Fordommer i skolen: Gruppekonstruksjoner, utenforskap og inkludering / [ed] Marie von der Lippe, Universitetsforlaget, 2021, p. 183-197Chapter in book (Refereed)
Abstract [sv]

Forskning om religionsundervisning visar att religioner ofta representeras på ett maximalistiskt sätt som tenderar att förmedla en stereotyp bild av religiösa människor vilket riskerar att leda till fördomar. I kapitlet diskuteras hur ett religionsvetenskapligt perspektiv med fokus på levd religion kan bidra till ett mer nyanserat perspektiv på religion och religiösa människor. Islam används som exempel för att belysa den variation av praktik och tolkningar som förekommer. Det ger också konkreta exempel på den tolkningsvariation som finns bland människor som kallar sig muslimer.

Abstract [en]

Research on religious education shows that religions are often represented in a maximalist way and tend to convey a stereotypical image of religious adherents. Such presentations lead to stereotypes that are problematic for education. In the chapter, Islam is used as an example to discuss how a study of religions perspective with a focus on lived religion can contribute with more nuanced perspectives. It also provides concrete examples of the variation in interpretation that exists among people who call themselves Muslims.

Place, publisher, year, edition, pages
Universitetsforlaget, 2021. p. 183-197
Keywords [en]
religious education, Islam, maximalist, interpretation, stereotypical
Keywords [sv]
religionsundervisning, islam, maximalist, tolkning, stereotyp
National Category
Didactics Religious Studies
Research subject
Educational Science
Identifiers
URN: urn:nbn:se:su:diva-199321DOI: 10.18261/9788215037417-2021-08ISBN: 9788215037417 (electronic)ISBN: 9788215037400 (print)OAI: oai:DiVA.org:su-199321DiVA, id: diva2:1616290
Available from: 2021-12-02 Created: 2021-12-02 Last updated: 2022-01-18Bibliographically approved

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Berglund, Jenny

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