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  • 1. Husebø, Dag
    et al.
    Lund Johannessen, Øystein
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Stavanger, Norway.
    Teoribruk og teoriutvikling i aksjonsforskning i møte med mangfold som samfunnsrealitet2017In: Aksjonsforskning i Norge: teoretisk og empirisk mangfold / [ed] Sigrid Gjøtterud, Hilde Hiim, Dag Husebø, Liv Helene Jensen, Tove Herborg Steen-Olsen, Else Stjernstrøm, Oslo: Cappelen Damm Akademisk, 2017, p. 95-112Chapter in book (Refereed)
    Abstract [en]

    This chapter starts from two assumptions. First, Western European societies are characterized by changing religious, ethnic and linguistic diversity. Second, this is perceived as a challenge to both existing knowledge and practice, while at the same time it lays the basis for new knowledge and practice. The chapter discusses how knowledge production and the development of new practices may come about simultaneously, using action research as a way of addressing existing social complexity. We also revisit an earlier action research project, which focused on religious education and diversity. A main aim was how to deal with sociocultural diversity as part of subject area teaching and learning. The chapter addresses how theory was used and subsequently developed through different phases of three sub-projects.

  • 2. Husebø, Dag
    et al.
    Skeie, Geir
    University of Stavanger, Norway.
    Dialogue in upper secondary school: Norway2017Conference paper (Other academic)
  • 3. Lund, Torbjørn
    et al.
    Postholm, May BrittSkeie, GeirStockholm University, Faculty of Humanities, Department of Education in Humanities and Social Sciences.
    Forskeren i møte med praksis: Refleksivitet, etikk og kunnskapsutvikling2010Collection (editor) (Other academic)
  • 4.
    Olson, Maria
    et al.
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). Högskolan i Skövde.
    Skeie, GeirStockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Spänningsfyllda erfarenheter: ämnesdidaktik i skilda kontexter2013Collection (editor) (Other academic)
    Abstract [sv]

    Denna skriftserie ska bidra till att stärka ämnesfältet humanioras ämnesdidaktik

    genom att belysa såväl specifika ämnesdidaktiska frågor och övergripande tematiker

    som skilda metoder och teoretiska impulser. Skriftserien lyfter även fram hur

    olika ämnesdidaktiska perspektiv kan belysa de frågor som gäller undervisning

    och lärande i humanistiska ämnen. På detta sätt ämnar skriftserien vara ett tillskott

    i diskussionen om humanioras relation till frågan om vad ämnesdidaktik är

    och kan vara i förhållande till olika utbildningspraktiker, sammanhang och (skol)

    ämnesområden. Skriftserien lyfter fram ämnesdidaktikens tvärvetenskaplighet

    och dess komplexitet. Vår målgrupp är lärarstuderande, verksamma lärare och

    lärarutbildare samt forskare. De olika utgåvorna av skriftserien kan användas som

    kurslitteratur eller i fortbildningssyfte.

  • 5. Osbeck, Christina
    et al.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Religious Education at Schools in Sweden2014In: Religious Education at Schools in Europe: Part 3,  Northern Europe / [ed] Rothgangel, Martin; Jackson, Robert; Jäggle, Martin; Skeie, Geir, Göttingen: Vandenhoeck & Ruprecht, 2014, p. 237-266Chapter in book (Refereed)
  • 6. Osbeck, Christina
    et al.
    Sporre, Karin
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Stavanger, Norway.
    The RE classroom as a safe public space: Critical perspectives on dialogue, demands for respect, and nuanced religious education2017In: Location, Space and Place in Religious Education / [ed] Martin Rothgangel, Kerstin von Brömssen, Hans-Günter Heimbrock, Geir Skeie, Münster: Waxmann Verlag, 2017, p. 49-66Chapter in book (Refereed)
  • 7. Rothgangel, Martin
    et al.
    Jäggle, MartinSkeie, GeirStockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Religious education at schools in Europe: Part 3: Northern Europe2014Collection (editor) (Refereed)
  • 8. Rothgangel, Martin
    et al.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Jäggle, Martin
    Preface: Religious Education at Schools in Europe2014In: Religious Education at Schools in Europe: Part 3: Northern Europe / [ed] Rothgangel, Martin; Skeie, Geir; Jäggle, Martin, Göttingen: Vandenhoeck & Ruprecht, 2014, p. 7-14Chapter in book (Other academic)
  • 9.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Department of Education in Humanities and Social Sciences.
    A Community of Dialogue and Conflict? Discussion of Community of Practice Findings in a wider European Context2009In: Religious education research through a community of practice: action research and the interpretive approach / [ed] Ipgrave Julia, Jackson Robert & O'Grady Kevin, Münster: Waxmann , 2009, p. 216-232Chapter in book (Other academic)
  • 10.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). Stockholm University, Centre for Teaching and Learning.
    A Contextual Turn in Research on Religion andEducation?2013In: Exploring Context in Religious Education Research: Empirical, Methodological and Theoretical Perspctives / [ed] Geir Skeie, Judith Everington, Ina ter Avest, Siebren Miedema, Münster: Waxmann Verlag, 2013, p. 249-272Chapter in book (Refereed)
  • 11.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Stavanger, Norway.
    Comments on Collective worship/religious observance2015Conference paper (Other academic)
  • 12.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Stavanger, Norway.
    Comments to key note on Shifting Boundaries Between Secular and Religious: Religion, Spirituality and Non-Religion in Estonia2015Conference paper (Other academic)
  • 13.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Stavanger, Norway.
    Common Rituals in a Diverse School for All: Collective Worship seen from a Scandinavian Perspective2018In: Collective Worship and Religious Observance in Schools / [ed] Peter Cumper, Alison Mawhinney, Oxford: Peter Lang Publishing Group, 2018Chapter in book (Refereed)
  • 14.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Stavanger, Norway.
    Dialogue between and among religions and worldviews as a field of research2018In: Religion and Dialogue in the City: Case Studies on Inter-religious Encounter in Urban Community and Education / [ed] Julia Ipgrave, Thorsten Knauth, Anna Köhrs, Dörthe Vieregge, Marie von der Lippe, Münster: Waxmann Verlag, 2018, p. 301-316Chapter in book (Refereed)
  • 15.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Education between formation and knowledge - a discussion based on recent English and Nordic research in religious education2012In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 6, no 2, p. 80-97Article in journal (Refereed)
    Abstract [no]

    Artikkelen tar utgangspunkt i spenningen mellom kunnskap (knowledge) og danning (formation) og utvikler dette som religionsdidaktisk problematikk ved hjelp av impulser fra engelsk religionsdidaktikk som tale rom å lære om og å lære av religion i skolen. Michael Grimmitt, Andrew Wright og Robert Jackson diskuteres i forhold til hverandre og det påpekes hvordan de alle fører den religionsdidaktiske diskusjon i nær kontakt med bredere tankestrømmer i pedagogisk og filosofisk tenkning. Denne diskusjon føres videre inn i nordisk religionsdidaktisk debatt via Bråtens komparative studie og ved hjelp av Berndt Gustavssons danningsteoretiske perspektiver. Her vektlegges samspillet mellom ulike dimensjoner i danningen og det demonstreres hvordan dette kan bidra til å fange inn nyere forskningsbidrag i religionsdidaktikken. Konklusjonen er at fagdidaktisk debatt og forskning tjener på å bli sett i lys av mer allmenpedagogiske perspektiver og at den kan bidra til utdyping av den allmenpedagogiske debatt om skolens innhold og mål.

  • 16.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    En reflekterande kommentar - om kontext och rekontextualisering2014In: Hyfs, hälsa och gemensamma värden: studier av skolans komplexa värdegrunds- och forstansuppdrag / [ed] Sara Irisdotter Aldenmyr, Malmö: Gleerups Utbildning AB, 2014, p. 84-88Chapter in book (Other academic)
  • 17.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Department of Education in Humanities and Social Sciences.
    Erfaringsbasert forsknings- og utviklingsarbeid2010In: Religionsundervisning og mangfold: rom for læring i religion, livssyn og etikk / [ed] Geir Skeie, Oslo: Universitetsforlaget , 2010, 1, p. 124-152Chapter in book (Other academic)
  • 18.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Department of Education in Humanities and Social Sciences.
    Etiske utfordringer i aksjonsforskningen2010In: Forskeren i møte med praksis: Refleksivitet, etikk og kunnskapsutvikling / [ed] Torbjørn Lund, May Britt Postholm & Geir Skeie, Trondheim: Tapir akademisk forlag , 2010, 1, p. 115-130Chapter in book (Other academic)
  • 19.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Department of Education in Humanities and Social Sciences.
    Fagdidaktisk læring gjennom medvirkning: Forskeres og læreres kollektive læring knyttet til praksisutvikling i religionsfaget2010In: Læring og medvirkning / [ed] Bente Aamotsbakken, Oslo: Universitetsforlaget , 2010, p. 27-44Chapter in book (Other academic)
  • 20.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Fagdidaktisk utviklingsarbeid -problemer og muligheter2013In: Spänningsfyllda erfarenheter:  ämnesdidaktik i skilda kontexter / [ed] Geir Skeie og Maria Olson, Stockholms universitets förlag , 2013, p. 11-32Chapter in book (Other academic)
  • 21.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    "If I can't exist without learning, then yes, learning is almost synonymous with living": Afdal: Religion som bevegelse.Læring, kunnskap og mediering2014In: Prismet, ISSN 0032-8847, no 2, p. 113-115Article, book review (Other academic)
  • 22.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Stavanger, Norway.
    Impartial teachers in religious education - a perspective from a Norwegian context2017In: British Journal of Religious Education, ISSN 0141-6200, E-ISSN 1740-7931, Vol. 39, no 1, p. 25-39Article in journal (Refereed)
    Abstract [en]

    The debate about Norwegian religious education, since the change towards a more multi-faith and non-confessional school subject in 1997, has often touched upon issues of impartiality, using concepts such as neutral, objective, descriptive, critical and pluralistic. Still, international Human Rights bodies have criticised Norwegian regulations for religious education and by this contributed to change of both curriculum and practice. This makes the Norwegian example interesting from an international perspective. The national debates are, however, complex and sometimes confusing. Sometimes legal and educational perspectives on religious education may seem to be incommensurable, and also pedagogical, academic and even epistemological traditions differ. The article analyses and discusses Norwegian public debate as well as religious education research in order to approach general issues of impartiality and neutrality in non-confessional religious education. It argues that these issues should be contextualised both on a national and sub-national level and discusses what this means for the work in classrooms. Research suggests that teachers struggle with complex issues related to partiality and impartiality in their teaching; but that they have little opportunity to discuss their experiences. The debate about principles therefore needs to be accompanied by more cooperation between researchers and teachers in developing good teaching and learning.

  • 23.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). University of Stavanger, Norway.
    In Search of a Religious Education Approach2012In: On the Edge: (Auto)bigraphy and pedagogical Theories on Religious Education / [ed] Ina ter Avest, Rotterdam: Sense Publishers, 2012, p. 187-198Chapter in book (Other academic)
  • 24.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Introduction: Religious Education in Northern Europe2014In: Religious Education at Schools in Europe: Part 3: Northern Europe / [ed] Rothgangel, Martin; Skeie, Geir; Jäggle, Martin, Göttingen: Vandenhoeck & Ruprecht, 2014, p. 15-18Chapter in book (Other academic)
  • 25.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Kan og bør religionsfaget bidra til personlig utvikling?2017In: Religion i skolen: Didaktiske perspektiver på religions- og livssynsfaget / [ed] Sissel Undheim, Marie von der Lippe, Oslo: Universitetsforlaget, 2017, p. 117-129Chapter in book (Refereed)
  • 26.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Universitetet i Stavanger, Norge.
    Mangfoldets utfordringer og muligheter sett gjennom religionsdidaktisk forskning: Et nordisk overblikk2017In: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, ISSN 1504-9922, E-ISSN 1504-9922, Vol. 11, no 3Article in journal (Refereed)
    Abstract [no]

    Artikkelen gir et overblikk over hvordan nyere nordisk religionsdidaktisk forskning har nærmet seg spørsmål om mangfoldets utfordringer og muligheter. Overblikket baseres på analyse av doktoravhandlinger, noen forskningsprosjekter og en del artikler. Det spørres om hvordan forskningen beskriver religions- og livssynsmangfoldet, hvilke religionsdidaktiske utfordringer den mener mangfoldet reiser og hvilke strategier lærerne kan ta i bruk i arbeid med faget i klasserommet? Analysen viser at forskningen er omfattende og økende, men omfanget varierer mellom de nordiske landene. Den aktuelle forskningen bidrar i betydelig grad til å forstå og problematisere religionsundervisningens plass og rolle i et samfunn som preges av økt religions- og livssynsmangfold, og til å forstå at forskningsfeltet er blitt til i et samspill mellom ulike akademiske disipliner, og dessuten mellom politikk, forskning og praksis. Resultatene fra forskningen bidrar først og fremst til å belyse mangfoldets omfang og kompleksitet, samt at det i varierende grad fanges opp av læreplaner og undervisning. Det er mindre av forskning som belyser lærerarbeidet, læreprosesser og resultater av undervisningen. Forskningen viser også at religions- og livssynsmangfold må ses som en viktig del av forutsetningene for undervisning og læring i alle fag, og i religions- og livssynsfagene er den i dag en selvsagt forutsetning, uavhengig av hvordan disse er organisert i de ulike landene.

  • 27.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Memory and Heritage in History Education and in Religious Education: A Cross-disciplinary Investigation into Social Sciences and Humanities Education2015In: History, Remembrance and Religious Education / [ed] Parker, Stephen G; Freathy, Rob; Francis, Leslie C, Oxford: Peter Lang Publishing Group, 2015, p. 305-320Chapter in book (Refereed)
  • 28.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Stavanger, Norway.
    Nation and religion in religious education: between conflict and harmony2016Conference paper (Other academic)
    Abstract [en]

    Based on empirical study of the memory material after the terrorist attacks in Norway 2011, this paper discusses how religion and nation is intertwined in popular expressions of values like democracy, openness and tolerance. Such values were prominent in the aftermath of 22. July and seemed to express a strong unity between government and people. Here religion plays a 67 complex role. The perpetrator saw his mission as defending the Christian religion and national heritage, particularly against Islam. Immediately after the attack, Muslims were blamed for carrying it out, before the majority background of Anders B. Breivik was known. In memory messages, religion often merged with national and societal values. Encountering this material, future religious education can play a critical and also constructive role by investigating and challenging the past and present role of religion in society.

  • 29.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    On teaching religion: essays by Jonathan Z. Smith / edited by Christopher I. Lehrich, New York: Oxford University Press, 20132014In: Norsk pedagogisk tidsskrift, ISSN 0029-2052, E-ISSN 1504-2987, Vol. 98, no 5, p. 385-386Article, book review (Other academic)
  • 30.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Religion i et minneperspektiv2012In: Memories we live by / [ed] Janne stigen Drangsholt, Stavanger: Hertervig Akademisk, 2012, p. 23-42Chapter in book (Refereed)
  • 31.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Stavanger, Norway.
    Religion og interkulturell opplæring2018In: Å være lærer i en mangfoldig skole: Kulturelt og religiøst mangfold, profesjonsverdier og verdigrunnlag / [ed] Espen Schjetne, Thor André Skrefsrud, Gyldendal Akademisk, 2018Chapter in book (Refereed)
  • 32.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Department of Education in Humanities and Social Sciences.
    Religionsundervisning og mangfold: Rom for læring i religion, livssyn og etikk2010Collection (editor) (Other academic)
  • 33.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Department of Education in Humanities and Social Sciences.
    Rom for læring i religion, livssyn og etikk2010In: Religionsundervisning og mangfold: Rom for læring i religion, livssyn og etikk / [ed] Geir Skeie, Oslo: Universitetsforlaget , 2010, p. 11-20Chapter in book (Other academic)
  • 34.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). University of Stavanger, Norway.
    Statlig styring og folkelig engasjement: religion og skole mellom det globale og det lokale2015In: Levende religion: globalt perspektiv, lokal praksis / [ed] Anne Kalvig, Anna Rebecca Solevåg, Stavanger: Hertervig Akademisk, 2015, p. 232-249Chapter in book (Refereed)
  • 35.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Stavanger, Norway.
    Transforming local places to learning spaces in religious education: Revisiting a collaborative research project2017In: Location, Space and Place in Religious Education / [ed] Cok Bakker, Jenny Berglund, Gerdien Bertram-Troost, Hans-Günter Heimbrock, Julia Ipgrave, Robert Jackson, Geir Skeie, Wolfram Weisse, Münster: Waxmann Verlag, 2017, p. 115-130Chapter in book (Refereed)
  • 36.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    What can and should religious education achieve?2015Conference paper (Other academic)
  • 37.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). University of Stavanger, Norway.
    What does conceptualisation of religion have to do with religion in education?2015In: Issues in Religion and Education: Whose Religion? / [ed] Lori G. Beaman, Leo Van Arragon, Boston: Brill Academic Publishers, 2015, p. 126-155Chapter in book (Refereed)
  • 38.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Stavanger, Norway.
    Where is Norwegian religious education research heading? A discussion based on two dissertations2017In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 1, p. 27-48Article in journal (Refereed)
    Abstract [en]

    Norwegian religious education research has produced more than 30 dissertations since late1990’s and has a strong and growing research record in spite of a rather weak and vulnerable position in academic structures. In order to assess the situation and to discuss future possibilities, the article presents the research context and go on to discuss the dissertations of Geir Skeie (1998) and Bengt-Ove Andreassen (2007). It is argued that they have many similarities, but also differences in the way they address the field and discuss epistemological issues. Theory, method and effects of the dissertations in the research community are mentioned and this leads to a deliberation about the role of academic disciplines in the construction of religious education research. A final discussion concludes that systematic reviews of religious education research would be helpful in order to develop future research and to avoid less fruitful disciplinary rivalries.

  • 39.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). University of Stavanger, Norway.
    Young People and the European Dimension in a Norwegian Context: Migration and National Critical Events as Challenges to Citizenship Education2014In: Journal of Social Science Education, ISSN 1611-9665, E-ISSN 1618-5293, Vol. 13, no 3, p. 36-44Article in journal (Refereed)
    Abstract [en]

    The article discusses the ‘European dimension’ in a Norwegian context with focus on the relevance for young people in particular. Against a backdrop of literature discussing Norwegian majority self-understanding in relation to Europe, the article discusses some examples that are relevant for addressing the overall theme, namely recent work-migration to Norway and the terrorist attacks of 22. July 2011. As different as they may be, both these cases are raising urgent issues related to socio-cultural diversity, inclusion and resilience and it is suggested that this may be addressed more in citizenship education.

  • 40.
    Skeie, Geir
    et al.
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Bråten, Oddrun Marie Hovde
    Religious education at Schools in Norway2014In: Religious Education at Schools in Europe: Part 3: Northern Europe / [ed] Martin Rothgangel, Geir Skeie, Martin Jäggle, Göttingen: Vandenhoeck & Ruprecht, 2014, p. 209-236Chapter in book (Refereed)
  • 41.
    Skeie, Geir
    et al.
    Stockholm University, Faculty of Humanities, Department of Education in Humanities and Social Sciences.
    Valk, Pille
    Bertram- Troost, Gerdien
    Stockholm University, Faculty of Humanities, Department of Education in Humanities and Social Sciences.
    Friederici, Markus
    Religion in school - A Comparative Study of Hamburg and North Rine-Westphalia: Commenting Chapter from a Norwegian Perspective2009In: Teenagers' perspectives on the role of religion in their lives, schools and societies: a European quantitative study / [ed] Pille Valk, Münster: Waxmann , 2009, 1, p. 212-214Chapter in book (Other academic)
  • 42. Sundnes Drønen, Tomas
    et al.
    Storstein Haug, Kari
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Stavanger, Norway.
    Ådna, Gerd Marie
    Kirken i verden, verden i kirken: globale perspektiver på trosopplæringen2016Book (Other academic)
  • 43. Undseth Bakke, Sidsel
    et al.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Stavanger, Norway.
    Husebø, Dag
    Lund Johannessen, Øystein
    von Brömssen, Kerstin
    Critical events challenging human rights and values as part of religious education2016Conference paper (Other academic)
    Abstract [en]

    The symposium takes the terror attacks of 22. July 2011 in Norway as a starting point for reflection on the position of values and human rights in religious education. Actions of terror directed against democracy and diverse societies are a challenge to education as a democratic and critical enterprise. It is also a challenge to understand, reflect on and work with experiences of terror and the collective memory linked to such events. The papers in this symposium approach the issue from different angles and in different ways, but a common question asked in this symposium is how religious education can and should respond to acts of terror directed against basic societal and cultural values and human rights.

  • 44. von der Lippe, Marie
    et al.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). University of Stavanger, Norway.
    Jozsa, Dan Paul
    Youth as pilots of the future: A comparative study of Norwegian students views and Experiences with religion in education2015In: Religious Education Journal of Australia, ISSN 0815-3094, E-ISSN 2072-4292, Vol. 31, no 2, p. 23-29Article in journal (Refereed)
  • 45.
    Zetterqvist, Kirsten Grönlien
    et al.
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). Universitetet i Stavanger, Stavanger, Norge.
    Religion i skolen; her, der og hvor-som-helst?2014In: Norsk pedagogisk tidsskrift, ISSN 0029-2052, E-ISSN 1504-2987, Vol. 98, no 5, p. 304-315Article in journal (Refereed)
    Abstract [no]

    Artikkelen drøfter religion i skolen basert på et nylig avsluttet forskningsprosjekt som har sett på såkalt «livskunskap» i Sverige og drøfter dette opp mot situasjonen i norsk skole. «Livskunskap» dekker en variert praksis fra mobbeprogrammer til yoga, og legitimering av virksomheten viser til både skolens verdigrunnlag, forebyggende helse, sosioemosjonell læring og personlig utvikling. Også mindfulnesstenkning med sin buddhistiske bakgrunn blir satt inn i denne brede sammenhengen. I Norge kan man spore en liknende utvikling med bruk av ulike sosioemosjonelle programmer i skolen, men foreløpig med mindre religiøs tilknytning enn i Sverige. På bakgrunn av diskusjonen foreslås det at religion i skolen bør utforskes ut fra et åpent religionsbegrep som ikke har rigide skillelinjer mellom det religiøse og det sekulære.

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