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  • 1.
    H. Britton, Thérèse
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Att möta det levda: Möjligheter och hinder för förståelse av levd religion i en studiebesöksorienterad religionskunskapsundervisning2019Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    The general aim of this study is to develop knowledge about how field visit-oriented religious teaching can contribute to students’ understanding of lived religion, in terms of inner diversity, religious practice and experiential dimensions. Previous research about Religious education (RE) shows that the Swedish non-confessional school subject “Religion” mainly deals with history, dogmas and concepts. Few students are concerned with the subject-matter itself in RE. "Secular" students talk about religion as something old-fashioned that concerns "the others". On the other hand, students who identify themselves religiously do not recognize what is being taught in school about their own tradition, since they miss perspectives concerning religion as part of everyday life, i.e., lived religion. A growing interest in individuals’ lived religion has also been identified in the field of religious studies. These circumstances related to field of RE serve as motivational ground for the present doctoral thesis.

    This thesis investigates designed RE-teaching in lower secondary school (year nine). The teaching design draws on findings reported in the licentiate thesis (Britton 2014).  Three theoretical approaches are used and integrated in a theoretical framework. The approaches applied to define and operationalize students’ understanding of lived religion are selected parts of Michail Bachtin's (1997) dialogue theory, Robert Jackson's (2002) interpretive approach of Religious education, and Meredith McGuire's (2008) religion sociology theories about lived religion.

    The empirical data were produced from selected parts of an enacted teaching design about Buddhism, including a field visit to a Tibetan-Buddhist congregation. The data consist of grade nine students' oral and written utterances from a lesson sequence, including lesson recordings, student journals, lesson exercises, assignments, group discussions and an examination. In addition, follow-up interviews were conducted with students, the teacher and the temple representative. Data were analysed using the integrated theoretical-analytical framework, in order to provide knowledge about what opportunities and obstacles in religious teaching that contribute to students’ understandings of lived religion.

    Three main results emerged. First, students' personal perspectives and values ​​of religion in general, and of the religious tradition studied (Buddhism) in particular, are important parts of students' understanding of lived religion. From students’ responses, some perspectives that interfered with their understanding of lived (Buddhist) religion were identified: student understandings that touch upon the links between individual freedom and religion; the relation between belief and religious practice and experiences; and ‘Western Buddhism’ in relation to Buddhism outside the West. Second, three didactical tools were constructed, aiming to develop RE teaching to further facilitate students’ understanding of lived religion: individual perspective, a diversity model and self-reflection. Didactical questions about representation, safe space and self-reflexivity came up. Third, there is support for arguing that lived religion as a perspective in the Swedish school subject of religion can be a goal as well as means to create a more inclusive religious education.

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  • 2.
    Halvarson Britton, Thérèse
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Elevers självrefererande i samband med ett moskébesök2016Konferansepaper (Annet vitenskapelig)
  • 3.
    Halvarson Britton, Thérèse
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Sandberg Andrasko, Emma
    Att möta sig själv och det som är nytt: Religion och reflexivitet2017Collection/Antologi (Annet (populærvitenskap, debatt, mm))
  • 4.
    Halvarson Britton, Thérése
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Stabel Jørgensen, Camilla
    The construction of 'religions' during field visits2019Inngår i: Intercultural Education, ISSN 1467-5986, E-ISSN 1469-8439, Vol. 30, nr 3, s. 306-322Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Field visits to churches, mosques, temples or other buildings used by religious groups, are often valued by students of religious education as an opportunity to engage with the reality' of the subject: religions as they exist in the world. The Council of Europe text Signposts specifies field visits as an important contributor to the religious dimension of intercultural education, but also identifies issues that need to be addressed by researchers and teachers. During an excursion, students interact with representatives who are likely to represent their tradition in one particular way. The aim of this paper is to investigate how the representation of religion and religiosity is constructed during excursions by representatives and visitors. We have developed an analytical tool based on the interpretive approach and the theory of speech genres. Based on our analysis of documentation related to four field visits with students to places of worship, we suggest how the different speech genres in play during an excursion can help in promoting awareness of different levels of religion: individual, group and the whole tradition.

  • 5.
    Jägerskog, Ann-Sofie
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Halvarson Britton, Therese
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Olson, Maria
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik. Högskolan Dalarna, Sverige.
    Agens och existens i ämnesundervisningen: Medborgarbildningen i religionskunskap, psykologi och samhällskunskap2021Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    I denna paperpresentation, baserad på en artikel, är syftet att på teoretisk grund, med nedslag i tre skolämnen, dels argumentera för en vidgad förståelse av skolans och ämnesundervisningens medborgarbildande uppgift, dels visa vad denna kan betyda för ämnesundervisningen. Med inspirerad utgångspunkt i Hannah Arendt (2004, 2013) a) argumenterar vi för vikten av att denna uppgift innefattar både agens- och existensdimensioner, och b) konkretiserar vad de två dimensionerna kan innefatta i skolämnena religionskunskap, psykologi och samhällskunskap (på högstadiet och gymnasiet). Den vidgade förståelsen av ämnesundervisningens medborgarbildande uppgift innebär en inkludering av existensdimensioner på ett sätt som för med sig både möjligheter och utmaningar. Dessa behöver uppmärksammas och hanteras på ämnesspecifika vis. Ett förslag på hur detta kan göras lyfts fram, där utgångspunkt tas i Eamonn Callans (2016) begreppspar ‘dignity safe’ och ‘intellectually unsafe’ space. Avslutningsvis lyfts möjliga implikationer för utformandet av en ämnesundervisning som innefattar en vidgad medborgarbildande uppgift. Sammantaget är ambitionen att bidra till ämnesdidaktisk forskning och ämnesundervisningsutveckling med utgångspunkt i frågan om ämnesundervisningens medborgarbildande uppdrag.

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