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  • 1.
    Abdelmoez Wiklund, Joel
    Stockholm University, Faculty of Humanities, Department of Asian, Middle Eastern and Turkish Studies, Middle Eastern Studies.
    Women’s status in Islamic texts and feminist interventions2017In: Orientaliska Studier, ISSN 0345-8997, no 152, p. 5-14Article in journal (Other academic)
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  • 2. Abdullah, Ailin
    et al.
    Berglund, Jenny
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    State Neutrality and Islamic Education in Sweden2018In: European Perspectives on Islamic education and Public Schooling / [ed] Jenny Berglund, Sheffield, UK: Equinox Publishing, 2018, p. 312-334Chapter in book (Refereed)
    Abstract [en]

    Public debate about Islam and Muslims often focuses on contradictions, conflicts, and contrasting value systems. Since 9/11, the bombings in Madrid and London and the recent rise of ISIS this debate has to a large extent included a fear that Muslim immigrants will be disloyal to their new Western countries, and thus requires increased surveillance and control. Conversely, others argue that Muslim populations in the West have wrongly suffered from the increasing intolerance and suspicion resulting from terrorist acts committed by a small number of radicals. Such voices point to a need to safeguard religious freedom and the right to equal treatment regardless of a group’s ethnic, cultural, linguistic, or religious background. In many European countries, these discussions have directed attention toward places of Islamic education such as Muslim schools, mosques, and Islamic organizations, focusing on the sometimes controversial manner in which they have been depicted in the media, public discourse, and, within Muslim communities themselves (Aslan 2009; Birt 2006). Religious education is both an essential and a challenging objective for minorities since the “transmission” of religious tradition to future generations is crucial to the survival of any religion. In Sweden as elsewhere in Europe many Muslim children and teenagers and even adults attend privately-run, extra-curricular Islamic classes. Some attend Islamic schools or are taught at home. Publically funded Islamic education options provided by the state are an emergent option in several European countries. These classes lie not only at the heart of debates over religious freedom, equal rights to education, and integration, but are also connected to matters of securitization and the state control of Islam. This paper will present an overview of publicly funded, mainly pre-university Islamic education in Sweden, a European Western secular Christian majority country with a Muslim minority population. Firstly, I will establish a definition of Islamic education and a description of the state funding of education and religion in general. Then, the paper will move on to describe different types of Islamic education that are available in Sweden.

  • 3.
    Aili, Hans
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages. Latin.
    Alfonso's Editorial Work in the Liber ad reges: a Pitfall for Vernacular Translators?2000In: The Translation of the Works of St. Birgitta of Sweden: into the Medieval Vernaculars, 2000, p. 264-Conference paper (Other academic)
  • 4.
    Aili, Hans
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Handskrifterna till Birgittas revelationer2003In: Birgitta av Vadstena: Pilgrim och profet 1303-1373. En jubileumsbok 2003, Natur och Kultur, Stockholm , 2003, p. 429-Chapter in book (Other (popular science, discussion, etc.))
  • 5.
    Aili, Hans
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Ne memoria nostri pereat: Rhetoric and Preoccupation with Oblivion in a King's Last Will2000In: Tongues and Texts Unlimited: Studies in Honour of Tore Janson on the Occasion of his Sixtieth Anniversary, Institutionen för klassiska språk, Stockholms universitet, Stockholm , 2000Chapter in book (Other academic)
  • 6.
    Aili, Hans
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages. Latin.
    Sancta Birgitta Reuelaciones: Book IV1992Book (Other (popular science, discussion, etc.))
  • 7.
    Aili, Hans
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages. Latin.
    Sancta Birgitta Reuelaciones: Book VIII2002Book (Other academic)
  • 8.
    Aili, Hans
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages. Latin.
    St. Birgitta and the Text of the Revelationes: A Survey of Some Influences Traceable to Translators and Editors1986In: The Editing of Theological and Philosophical Texts from the Middle Ages: Acts of the Conference Arranged by the Department of Classical Languages, University of Stockholm, 29-31 August 1984, 1986Conference paper (Other academic)
  • 9.
    Aili, Hans
    et al.
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Svanberg, Jan
    Department of the History of Art.
    Imagines Sanctae Birgittae: The Earliest Illuminated Manuscripts and Panel Paintings Related to the Revelations of St. Birgitta of Sweden2003Book (Other academic)
  • 10.
    Almqvist, Solveig
    Stockholm University.
    Gengångarföreställningar i svensk folktro ur genreanalytisk synpunkt1984Doctoral thesis, monograph (Other academic)
  • 11.
    Alvarez López, Laura
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    The Language of the Slave Spirits in Brazilian Umbanda: Memories of Ancestral Dignity2019In: Shackled Sentiments: Slaves, Spirits, and Memories in the African Diaspora / [ed] Eric J. Montgomery, Lanham: Lexington Books, 2019, p. 177-194Chapter in book (Other academic)
    Abstract [en]

    This chapter focuses on the speech of slave spirits, or pretos-velhos (‘old Blacks’), that we meet in Umbanda communities in Brazil. Such spirits are understood as old African slaves who may possess initiated mediums during the state of trance in rituals. Pretos-velhos represent the memory of slavery by showing a linguistic behavior associated with their condition of enslaved Africans brought from Africa to Brazil: a particular way of speaking, as if an old speaker of African languages who had learned Portuguese as a second language. Earlier studies discuss linguistic characteristics that distinguish the speech of pretos-velhos from other varieties of Brazilian Portuguese, and compare their speech with literary representations of the speech of Africans and their descendants in Brazil, affirming that the contact between speakers of Portuguese and African languages can explain the emergence of specific linguistic features. This chapter will analyze both recordings with one preto-velho called Pai João (‘Father John’) gathered by the author during fieldwork in an Umbanda community in 2005, and written representations of the speech of pretos-velhos in books with Umbanda ritual songs. The findings indicate that, at some point in time, the linguistic features represented in the speech of pretos-velhos were characteristic of all speakers of African languages who learned Portuguese as a second language informally in Brazilian colonial settings. Moreover, the use of certain phonetic and grammatical features in the speech of pretos-velhos has contributed to the characterization of the linguistic behavior of native speakers of African languages who acquired Portuguese as a second language. Some of the features are also present in the so-called Brazilian vernacular Portuguese (and may even be explained by contact with African languages), other signal the speech of a foreigner. The oral representations can be used to complement the limited written data available to us on the speech of the slave population. Finally, we believe that in sacred spaces, where the agents or owners of discourse belong to Afro-Brazilian religious communities, specific or innovative linguistic features seem to recreate African ancestral dignity. After all, the pretos-velhos, spirits of the light, born in Africa, are always ready to help people who often come to Umbanda temples the consult them.

  • 12.
    Alvarez López, Laura
    et al.
    Stockholm University, Faculty of Humanities, Department of Spanish, Portuguese and Latin American Studies.
    Westerlund, David
    Afroamerikanska religioner2012In: Religion i Latinamerika / [ed] Magnus Lundberg, David Westerlund, Stockholm: Dialogos Förlag, 2012, p. 226-259Chapter in book (Other academic)
  • 13.
    Andersson, Elin
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Vadstena 1427: The Visit of the Syon Brothers2010In: Saint Birgitta, Syon and Vadstena: Papers from a Symposium in Stockholm 4-6 October 2007 / [ed] Claes Gejrot, Sara Risberg, Mia Åkestam, Stockholm: Kungl. vitterhets historie och antivitetsakademien , 2010, p. 104-109Conference paper (Other academic)
  • 14.
    Andersson, Roger
    Stockholm University, Faculty of Humanities, Centre for Medieval Studies. Stockholm University, Faculty of Humanities, Department of History.
    Svensk påskpredikan genom tiderna, Red. Christer Pahlmblad och Sven-Åke Selander, Skellefteå 20102011In: Tro & tanke, ISSN 1101-7937, Vol. 86, p. 202-206Article, book review (Other academic)
  • 15.
    Andrasic, Izabella
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Bonaguidi, Pontus
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    “Därför är historien aldrig färdigskriven…”: En litteraturanalys utifrån ett normkritisk perspektiv på undervisningsmaterial som används i grundskolans årskurser 1-3.2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I den här uppsatsen undersöker vi tre olika format av material som används i religionskunskap i grundskolans årskurs 1-3 utifrån ett normkritisk perspektiv. Syftet är att undersöka framställningen av några marginaliserade grupper som i denna studie består av barn, kvinnor och personer med funktionsvariation. De marginaliserade gruppernas framställning kommer att kontrasteras mot profeterna Moses, Jesus och Muhammeds framställning i samma undervisningsmaterial. Analysen av materialet har utgått ifrån Kevin Kumashiro forskning om anti-förtryckande pedagogik, samt Tiina Rosenbergs redogörelse av inkludering och exkludering.

    För att uppnå syftet har vi använt oss av en kvalitativ analys för att få en djupare förståelse av innehållet i undervisningsmaterialen. Vi har dessutom kompletterat med en kvantitativ analys för kunna urskilja explicita mönster som eventuellt förekommer i undervisningsmaterialet. I både metoderna av analyserna har vi utgått från ett vidgat textbegrepp genom att analysera till exempel både text och bild. Via den kvalitativa analysen har vi undersökt hur marginaliserade grupper inkluderas eller exkluderas i undervisningsmaterialet. Via den kvantitativa analysen har vi fått en överblick av hur ofta vissa intersektionella grupperna av de marginaliserade grupperna förekommer i undervisningsmaterialet. 

    Utifrån analysen framställs de marginaliserade grupperna på olika sätt bland undervisningsmaterialen. Tillfällen som barn blir inkluderade är störst bland de marginaliserade grupperna. Tillfällen för inkludering av kvinnor har en tendens att förfalla med vissa specifika kvinnoroller, till exempel kvinnor som mödrar. Personer med funktionsvariationer förekommer nästan inte alls i undervisningsmaterialet.  

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  • 16.
    Andrén, Anders
    et al.
    Stockholm University, Faculty of Humanities, Department of Archaeology and Classical Studies, Archaeology.
    Jennbert, KristinaLunds universitet.Raudvere, CatharinaKöpenhamns universitet.
    Hedendomen i historiens spegel: bilder av det förkristna Norden2009Collection (editor) (Other academic)
    Abstract [en]

    Eight articles, in Swedish, on the modern reception of Old Norse religion

  • 17.
    Arvidsson, Stefan
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies.
    Draksjukan: mytiska fantasier hos Tolkien, Wagner och de Vries2007Book (Other academic)
  • 18.
    Asprem, Egil
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies, History of Religions.
    Apocalyptic Anxiety: Religion, Science, and America’s Obsession with the End of the World by Anthony Aveni. (University of Colorado Press, 2016)2018In: Nova Religio, ISSN 1092-6690, E-ISSN 1541-8480, Vol. 21, no 3, p. 116-118Article, book review (Other academic)
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  • 19.
    Asprem, Egil
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies, History of Religions.
    Conspiracy Theories2020In: The SAGE Encyclopedia of the Sociology of Religion / [ed] Adam Possamai, Anthony J. Blasi, Sage Publications, 2020Chapter in book (Refereed)
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  • 20.
    Asprem, Egil
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies, History of Religions.
    Esotericism2020In: The SAGE Encyclopedia of the Sociology of Religion / [ed] Adam Possamai, Anthony J. Blasi, Sage Publications, 2020Chapter in book (Refereed)
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  • 21.
    Asprem, Egil
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies, History of Religions.
    New Age in Norway, by Ingvild Sælid Gilhus, Siv Ellen Kraft, and James R. Lewis (eds.)2020In: Aries: Journal for the Study of Western Esotericism, ISSN 1567-9896, E-ISSN 1570-0593, Vol. 20, no 2, p. 288-291Article, book review (Other academic)
  • 22.
    Asprem, Egil
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies, History of Religions.
    Predictive processing and the problem of (massive) modularity2019In: Religion, Brain & Behavior, ISSN 2153-599X, E-ISSN 2153-5981, Vol. 9, no 1, p. 84-86Article in journal (Other academic)
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  • 23.
    Asprem, Egil
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies, History of Religions.
    Rosicrucianism2020In: The SAGE Encyclopedia of the Sociology of Religion / [ed] Adam Possamai, Anthony J. Blasi, Sage Publications, 2020Chapter in book (Refereed)
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  • 24.
    Asprem, Egil
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies, History of Religions.
    Spiritualism2020In: The SAGE Encyclopedia of the Sociology of Religion / [ed] Adam Possamai, Anthony J. Blasi, Sage Publications, 2020Chapter in book (Refereed)
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  • 25.
    Asprem, Egil
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies, History of Religions.
    The Magical Theory of Politics: Memes, Magic, and the Enchantment of Social Forces in the American Magic War2020In: Nova Religio, ISSN 1092-6690, E-ISSN 1541-8480, Vol. 23, no 4, p. 15-42Article in journal (Refereed)
    Abstract [en]

    The election of the 45th president of the United States set in motion a hidden war in the world of the occult. From the meme-filled underworld of alt-right-dominated imageboards to a widely publicized “binding spell” against Trump and his supporters, the social and ideological divides ripping the American social fabric apart are mirrored by witches, magicians, and other esotericists fighting each other with magical means. This article identifies key currents and developments and attempts to make sense of the wider phenomenon of why and how the occult becomes a political resource. The focus is on the alt-right’s emerging online esoteric religion, the increasingly enchanted notion of “meme magic,” and the open confrontation between different magical paradigms that has ensued since Trump’s election in 2016. It brings attention to the competing views of magical efficacy that have emerged as material and political stakes increase, and theorizes the religionizing tendency of segments of the alt-right online as a partly spontaneous and partially deliberate attempt to create “collective effervescence” and galvanize a movement around a charismatic authority. Special focus is given to the ways in which the politicized magic of both the left and the right produce “affect networks” that motivate political behaviors through the mobilization of (mostly aversive) emotions.

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  • 26.
    Asprem, Egil
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies, History of Religions.
    Theosophy2020In: The SAGE Encyclopedia of the Sociology of Religion / [ed] Adam Possamai, Anthony J. Blasi, Sage Publications, 2020Chapter in book (Refereed)
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  • 27.
    Asprem, Egil
    et al.
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies, History of Religions.
    Taves, Ann
    Event Model Analysis2022In: Routledge Handbook of Research Methods in the Study of Religion / [ed] Steven Engler; Michael Stausberg, Milton Park: Routledge, 2022, 2nd, p. 532-541Chapter in book (Refereed)
  • 28.
    Asprem, Egil
    et al.
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies, History of Religions.
    Taves, Ann
    Explanation and the Study of Religion2018In: Method Today: Redescribing Approaches to the Study of Religion / [ed] Brad Stoddard, Equinox Publishing, 2018, p. 133-157Chapter in book (Other academic)
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  • 29.
    Asprem, Egil
    et al.
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies, History of Religions.
    Taves, Ann
    To Our Critics2018In: Method Today: Redescribing Approaches to the Study of Religion / [ed] Brad Stoddard, Equinox Publishing, 2018, p. 192-203Chapter in book (Other academic)
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  • 30.
    Berglund, Jenny
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Ett fokus på levd islam bortanför maximalistiska representationer2021In: Fordommer i skolen: Gruppekonstruksjoner, utenforskap og inkludering / [ed] Marie von der Lippe, Universitetsforlaget, 2021, p. 183-197Chapter in book (Refereed)
    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.

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  • 31.
    Berglund, Jenny
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    European Perspectives on Islamic Education and Public Schooling2018Collection (editor) (Refereed)
    Abstract [en]

    Islamic religious education (IRE) in Europe has become a subject of intense debate during the past decade. There is concern that states are doing too little or too much to shape the spiritual beliefs of private citizens. State response to the concern ranges from sponsoring religious education in public schools to forgoing it entirely and policies vary according to national political culture. In some countries public schools teach Islam to Muslims as a subject within a broader religious curriculum that gives parents the right to choose their children’s religious education. In the other countries public schools teach Islam to all pupils as a subject with a close relation to the academic study of religions. There are also countries where public schools do not teach religion at all, although there is an opportunity to teach about Islam in school subjects such as art, history, or literature. IRE taught outside publicly funded institutions, is of course also taught as a confessional subject in private Muslim schools, mosques and by Muslim organisations. Often students who attend these classes also attend a publicly funded “main stream school”.

    This volume brings together a number of researchers for the first time to explore the interconnections between Islamic educations and public schooling in Europe. The relation between Islamic education and public schooling is analysed within the publicly and privately funded sectors. How is publicly funded education organised, why is it organised in this way, what is the history and what are the controversial issues? What are the similarities and differences between privately run Islamic education and “main stream” schooling? What are the experiences of teachers, parents and pupils?

  • 32.
    Berglund, Jenny
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Introduction2018In: European Perspectives on Islamic Education and Public Schooling / [ed] Jenny Berglund, Sheffield, UK: Equinox Publishing, 2018, p. 1-8Chapter in book (Other academic)
  • 33.
    Berglund, Jenny
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Islamic Education in Europe: An Opportunity for Equal Rights or a Way to Control Islam?2018In: Public Theology, Religious Diversity, and Interreligious Learning / [ed] Manfred L. Pirner, Johannes Lähnemann, Werner Haussmann, and Susanne Schwarz, New York: Routledge, 2018, p. 158-170Chapter in book (Refereed)
    Abstract [en]

    Islamic religious education (IRE) in Europe has become a subject of intense debate. People worry their states are doing too little or too much to shape the spiritual beliefs of private citizens. State response to the concern ranges from sponsoring Islamic education in public schools to forgoing it entirely. The policies vary according to national political culture. On one hand, the emergence of publicly funded Muslim schools and IRE in Europe can be seen as to provide equal educational opportunities to Muslims and other religious minorities through partnerships with the state. On the other hand, public funding can also be conceived as a means to “domesticate” Islam by bringing it within the European framework. In other words, offering publicly funded Islamic religious education can be viewed as an attempt to control Muslims. In this paper I explore these questions by discussing them in relation to state-church relations in different European countries. I also use the comparison theoretically to argue that the study of publicly funded minority education, such as Islamic education, can be understood as a litmus test for the relation between various Western democracies and their minority populations but also in relation to the concept of public theology. 

  • 34.
    Berglund, Jenny
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Islamic supplementary education as an extra-curricular activity2023In: Tidsskrift for islamforskning, E-ISSN 1901-9580, Vol. 17, no 2, p. 119-135Article in journal (Refereed)
    Abstract [en]

    Sociological studies have shown that teenagers in larger Swedish cities from ‘poor result schools’ participate in extra-curricular activities connected to religion more frequently than others, and that involvement in such religious activities is positive in terms of educational outcomes for pupils from the lower strata of the social hierarchy. These findings raise new questions about supplementary Islamic education, as this is one type of religious extra-curricular activity found in many such areas. The article is based on interviews with students as well as observations from four Swedish mosques. The purpose is to discuss how we can understand the potentially compensatory effect of supplementary Islamic education. Thus, the emphasis is not on the traditional core of Islamic education, but on what we can call co-curricular Islamic educational activities, such as football, homework help, and mathematics.  

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  • 35.
    Berglund, Jenny
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Islamundervisning i det oförutsägbara klassrummet2018In: Interkulturell religionsdidaktik: Utmaningar och möjligheter / [ed] Olof Franck, Peder Thalén, Lund: Studentlitteratur AB, 2018, 1, p. 275-290Chapter in book (Other academic)
  • 36.
    Berglund, Jenny
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Mainstream Secular and Qur'an-based Islamic Education: Student Perspectives on the Relation between Two Disparate Forms2018In: European Perspectives on Public Education and Public Schooling / [ed] Jenny Berglund, Sheffield, UK: Equinox Publishing, 2018, p. 390-408Chapter in book (Refereed)
    Abstract [en]

    This article focuses on the reported experiences of Muslim students that regularly shift between Quran-centred supplementary Islamic education and mainstream secular school. Its aim is to better comprehend how these students make sense of this dual educational experience while negotiating the knowledge, skills, and values that are taught to them by two apparently disparate institutions. The interviews were conducted in Stockholm and London, and thus a secondary aim is to assess the similarities and differences between these two national contexts. To balance and enhance our understanding of student experiences, this article employs a constructive understanding of Pierre Bourdieu's concepts of cultural capital and habitus as well as Andrey Rosowsky’s notion of liturgical literacy. It shows differences between Quran-based and mainstream notions of “reading”, especially with respect to their contrasting definitions of “understanding” and “meaning”; it also explores how competency in Quran recitation might become a valuable “capital” when translated from the language of “liturgical literacy” to the language of “skills”.

  • 37.
    Berglund, Jenny
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Moving from Safe to Brave in Multi-Faith Religious Education: Religious Education as a Dialog with Difference, by Kevin O’Grady (Ed.), Routledge, New York2020In: Religion & Education, ISSN 1550-7394, E-ISSN 1949-8381, Vol. 47, no 2, p. 140-143Article, book review (Refereed)
  • 38.
    Berglund, Jenny
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Sociological Perspectives on Religion and Education2019In: Religion and Education: Framing and Mapping a Field / [ed] Stephen G. Parker, Jenny Berglund, David Lewin, Deirdre Raftery, Brill Academic Publishers, 2019, p. 46-60Chapter in book (Refereed)
  • 39.
    Berglund, Jenny
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    State-Funded Faith-Based Schooling for Muslims in the North2019In: Religion & Education, ISSN 1550-7394, E-ISSN 1949-8381, Vol. 46, no 2, p. 210-233Article in journal (Refereed)
    Abstract [en]

    An emerging option in several European countries has been the state provision of publicly funded Islamic education. It is an alternative that lies at the heart of concerns over religious freedom, equal rights to education, integration, and social cohesion, but that is also connected to matters of securitization and the state’s attempt to control Islam. This article compares the provision of faith-based schooling in general, but publicly funded Islamic education in particular, in Finland and Sweden—two neighboring countries, historically and culturally connected, but with a different approach to faith based schooling.

  • 40.
    Berglund, Jenny
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    The contribution of comparative studies to the international transfer and transformation in religious education2021In: International Knowledge Transfer in Religioius Education / [ed] Friedrich Schweitzer, Peter Schreiner, Münster: Waxmann Verlag, 2021, p. 107-121Chapter in book (Refereed)
  • 41.
    Berglund, Jenny
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    The integration of Islam and Muslims in Public Schools: Challenges and Opportunities2018In: Nordic Education in a Democratically Troublesome time: Threats and Opportunities / [ed] Erik Amnå, Örebro: Örebro University , 2018, p. 28-30Conference paper (Other academic)
    Abstract [en]

    Since the bombings in London, Paris and Stockholm, public debate about Islam and Muslims has often focused on contradictions, conflicts, and contrasting value systems. On one side of this debate are those with a growing concern that immigrants with Muslim cultural backgrounds would be disloyal to their European homes, thus requiring increased monitoring, surveillance, and control. And on the other side are those who argue that the West’s Muslim populations have wrongly suffered from the increasing fear, intolerance, and suspicion generated by the international politics and terrorism of a small number of radicals. Such voices claim that there is a need not for monitoring and surveillance, but rather for the safeguarding of religious freedom and the right to equal treatment regardless of a group’s ethnic, cultural, linguistic, and/or religious background.

    In many countries these discussions have directed attention towards places of Islamic education such as Muslim schools, mosques, and Islamic organizations, with a focus on the often controversial and contested manner in which they have been depicted in the media, in public discourse, and, indeed, within Muslim communities themselves. Here it should be emphasized that issues surrounding the matter of how to transmit one’s religious tradition to future generations is crucial to the survival of any religious minority in any part of the world, making religious education both an essential and a challenging minority cultural aim.

    In a “Democratically troublesome time” international knowledge transfer and learning from each other, across national borders, can be of utter importance. For this reason, I will, in this paper: 1) present a typology of publicly funded pre-university Islamic education in Europe; 2) present some findings from my latest research project that deals with young Muslims Experiences of Islamic and secular education in Sweden and Britain; 3) point to some challenges and opportunities concerning the integration of Islam and Muslims in Public Schools on the basis of 1) and 2).

  • 42.
    Berglund, Jenny
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Widening Our Scope from “Maximalists” to More Ordinary Practitioners?2020In: Kvinnligt religiöst ledarskap: en vänbok till Gunilla Gunner / [ed] Simon Sorgenfrei, David Thurfjell, Huddinge: Södertörns högskola , 2020, p. 313-324Chapter in book (Refereed)
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    Widening our scope
  • 43.
    Berglund, Jenny
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Gilliam, Laura
    Siječić Selimović, Amina
    The teaching of Islam in Scandinavia: Three ways to handle religious minorities, societal ideals, and moderate secularism2023In: Tidsskrift for islamforskning, E-ISSN 1901-9580, Vol. 17, no 2, p. 6-38Article in journal (Refereed)
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    fulltext
  • 44. Birgitta, helgon
    Heliga Birgittas texter på fornsvenska: Birgittas uppenbarelser. Bok 32017Book (Other academic)
  • 45. Björkman, Jenny
    et al.
    Jarrick, ArneStockholm University, Faculty of Humanities, Department of Archaeology and Classical Studies, Centre for the Study of Cultural Evolution.
    Religionen tur och retur2017Collection (editor) (Other academic)
  • 46.
    Blommé, Andreas
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Vems islam och kristendom?: En undersökning av tre gymnasieläroböckers beskrivningar och rekontextualiseringar2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this paper has been to highlight how three different highschool textbooks portrays Christianity and Islam. The aim of the paper has been to higlight and pinpoint how the three different textbooks uses different angles and perspectives on recontextualization; which ergo in turn creates a different field of transferred knowledge from each individual textbook.

    The paper uses an applied model of Bernstein’s theory of recontexualization, and from it derives two analytical tools to process and make an analysis of the textbooks transferred knowledge. The first analytical methodical tool of Bernstein’s theory is positioning, which is used in the paper to highlight what the different textbooks value and evaluate different kinds of knowledge of Christianity and Islam. The second methodical tool used in the paper is structuring, which is used in the paper to highlight how the different textbooks portrays the knowledge of Christianity and Islam. Said’s theory of orientalism have also been used in the paper to further problematize the recontextualization displayed in the textbooks, which together with the papers’ methododical approach have formed the basis of the analysis of the textbooks transferred knowledge about Christianity and Islam. The three chosen textbooks are all in used in highschools  in Stockholm, I have also conferred the Swedish curriculum LGY11, to compare and match if the transferred knowledge from the textbooks equates to the demands and knowledge requirements by the curriculum LGY11.  

    The material used and analyzed in this paper is two Swedish and one English highschool textbooks. This material have formed the basis of the paper’s interpretation, analysis and problemazation which I have used basis to try to answer my thesis.

    The conclusions drawn from the paper is that the two Swedish textbooks uses an extensive positioning in their transferred knowledge about Christianty and islam, which together with the theory of orientalism work to position Christianity in a better light when comparing to Islam. The English textbook on the other hand uses structuring, to further explain and inform about the religions, this is turn creates a more balanced and neutral transfer of knowledge from the English textbook compared to the two Swedish textbooks. The paper has ergo shown that textbooks can therefore reinforce religious identities or create understanding in the transfer of knowledge to the pupil reading it. It is therefore crucial for the teacher to have a critical eye when choosing textbook. This in turn to create and further an understandning of different religions and to certify that the textbook do not reinforce and segregate cultural identities of the pupils in the classroom and ergo society as a whole.   

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    fulltext
  • 47.
    Bodin, Per-Arne
    Stockholm University, Faculty of Humanities, Department of Slavic Languages and Literatures.
    Den heliga påklädningen av patriarken2009In: Svenska dagbladet, ISSN 1101-2412Article in journal (Other (popular science, discussion, etc.))
  • 48.
    Bodin, Per-Arne
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, Slavic Languages.
    From Biography to Hymnography: On the Canonization of Patriarch Tikhon2017In: Spiritual and Ecclesiastical Biographies: Research, Results, and Reading / [ed] Anders Jarlert, Stockholm: Kungl. Vitterhets Historie och Antikvitets Akademien, 2017, p. 148-165Chapter in book (Refereed)
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    fulltext
  • 49.
    Bodin, Per-Arne
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, Slavic Languages.
    Pavel Florenskij, matematiken och ikonteologin –  Apropå Fabian Heffermehls Bildet sett fra innsiden: Matematiske og ikonoklastiske konsepter i Florenskijs omvendte perspektiv2016In: Signum : katolsk orientering om kyrka, kultur, samhälle, ISSN 0347-0423, no 6, p. 46-50Article in journal (Other (popular science, discussion, etc.))
  • 50.
    Bodin, Per-Arne
    Stockholm University, Faculty of Humanities, Department of Slavic Languages and Literatures.
    Ryssland och den sakrala tiden2013In: Minne och manipulation: Om det kollektiva minnets praktiker / [ed] Barbara Törnquist-Plewa & Ingrid Rasch, Lund: The Centre for European Studies at Lund University , 2013, p. 71-85Chapter in book (Other academic)
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