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  • 201.
    Mellor, Noha
    Stockholm University, Faculty of Humanities, Department of Asian, Middle Eastern and Turkish Studies, Middle Eastern Studies. University of Bedfordshire, UK.
    Voice of the Muslim Brotherhood: Da'wa, Discourse, and Political Communication2017Book (Other academic)
    Abstract [en]

    In the wake of the 25 January revolution and the coup that followed in 2013, Egyptian bookstores recorded a significant increase in demand for books by and about the Muslim Brotherhood. However, despite the burgeoning literature on the Brotherhood, knowledge about the movement is still rather limited, particularly with regard to its most strategic tool – media and communications. 

    This book offers a fresh and close look into the communication strategy of the group, focusing on published periodicals, biographies, and websites that represent the voice of the Brotherhood. The book analyses the core mission of the Brotherhood, namely its dawa (call, invitation to faith) – how it is articulated and how it is defined by the movement as an ideology and a process. Have the media represented a coherent voice of the Brotherhood over the past decades? What can they communicate regarding the Brothers’ perception of the needs of their audiences? How have the media served to sustain, preserve, and distinguish the movement for nine decades? The book argues that the Brotherhood media speak with an intermittent voice and deliver an incoherent message whose tone is changeable and fluctuating and cannot be claimed to truly represent the heterogeneity of the group.

    Adopting an interdisciplinary approach that integrates Media Studies and Social Movement Theory, the book provides a fresh analysis of the Brotherhood movement as an interpretive community and will be a valuable resource for anyone studying Egypt or the Muslim Brotherhood.

  • 202.
    Niemi, Kristian
    Karlstad University, Sweden.
    Comparing Clementines and Satsumas: Looking at Religion in Indian Schools from a Nordic Perspective2015In: Religions of South Asia, ISSN 1751-2689, E-ISSN 1751-2697, Vol. 9, no 3, p. 332-355Article in journal (Refereed)
    Abstract [en]

    It is sometimes claimed that there is no religious education in the general Indian school system. There are reasons to suggest that matters are more complex than that. Combining the two fields of religious and comparative educational studies, this article shows that there are themes in Indian syllabuses and teaching materials that involve religious content. Empirical data include the Indian National Policy of Education, the National Curriculum Framework and syllabuses, as well as syllabuses and textbooks from a particular school board (CISCE).

  • 203.
    Niemi, Kristian
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Comparing Through Contrast: Reshaping Incongruence Into a MirrorManuscript (preprint) (Other academic)
    Abstract [en]

    The article will discuss comparative education and comparative religious education in particular. Comparative research on religious education has been a neglected field, it has been claimed (Schweitzer 2004; Schweitzer and Schreiner 2020). Although progress has been made, this article will suggest that comparative work tend to neglect fundamental questions about key terms which might lead to misunderstandings and confusion — friction, in short. A methodology to handle such cases will be suggested, based on a comparative methodology developed by Bråten (2013) and key terms from Jackson (1997). In that way, friction will actually reveal opportunities to gain new insights about the context of origin in particular which otherwise might not have been reached. The article is based on the authors own, previous research involving cross-cultural comparison of religious education.

  • 204.
    Niemi, Kristian
    Karlstad University, Sweden.
    Drawing a line between the religious and the secular: The cases of religious education in Sweden and India2018In: Journal of Beliefs and Values, ISSN 1361-7672, E-ISSN 1469-9362, Vol. 39, no 2, p. 182-194Article in journal (Refereed)
    Abstract [en]

    Religion as a school subject – Religious Education (RE) – is handled differently in various national contexts. This article discusses two different systems of managing (or avoiding) RE: those used in non-denominational Swedish and Indian schools. The article focuses particularly on what is allowed in the classroom with regards to religion. Both countries are secular, but where is the line drawn between the secular and the religious? Allowing the two contexts to meet reveals the particularities of each. The impact of Protestant Christianity, specifically Lutheranism, is evident in Swedish RE: religion is to be defined through beliefs and words, and religious actions should be excluded from classrooms. The Swedish context highlights ‘knowledge of’ religions, but avoids religious action. In India, there is no explicit RE, but Indian education does include learning from religion as well as ‘doing religion.’ The Indian approach is very inclusive, to the point of emphasising, as teachers put it, a common core of all religions. Both systems of RE offer particular opportunities and face certain difficulties in dealing with the contemporary globalised world. 

  • 205.
    Niemi, Kristian
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    'Jai Hind!' Socialization into civil religion in Indian schoolsManuscript (preprint) (Other academic)
    Abstract [en]

    India is a country of many religious traditions. Although the state is secular, an Indian understanding of 'secular' (open secularism) is different from the ‘rigid secularism’ common in Europe. This has enabled a particular flavour of civil religion to develop, influenced in part by traditional religion. The civil religion of India is studied through society’s primary arena for socialization: school education. Indian school education is analyzed through national and local syllabi and guidelines, as well as through ethnographic research, composed of interviews and observations from different school boards in India. The results indicate there is an Indian civil religion. In school education, other religious traditions are subsumed under it, as they are seen to exemplify values common in all. The nature of the civil religion is, however, contested; primarily by open secularism and Hindu nationalism.

  • 206.
    Niemi, Kristian
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Religion in Indian schools: Exploring national systems of religious education through 'mirroring'2020Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    India is a secular state. For this reason, it has been claimed that there is no room for religion in its schools — in other words, no religious education [RE] — despite India being an extremely multicultural society. This compilation thesis begins by examining the aforementioned claim. On the level of educational policy, there might indeed be little religious content. However, the present study shows that the closer to school practice one looks, the more content about religion or even content in religion can be found. Empirical material backing up this claim includes text analysis of policies, curricula, and textbooks as well as ethnological material consisting of interviews and observations from schools in India.

    An inherent possibility of research in the humanities is that it might qualitatively change the researcher’s perspective. In this case, an unexpected result of researching ‘RE’ in India was new insights into the researcher’s context of origin. The manner of attaining new perspectives on the context of origin in a contrastive analysis of two very different contexts is developed into a methodology of mirroring. The purpose of mirroring is not to compare as such, but rather to explore the researcher’s own context through reflexive introspection in the light of a contrastive. Characteristic traits of Swedish RE are explored using the methodology, and in the mirror, it appears that ‘religion’ in Sweden is understood through a Lutheran framework, which also affects what ‘secular’ means in the context. Vice versa, education about religion in India is coloured by its history and demography. ‘Religion’ and ‘secular’ are not in fact universal terms but are understood differently in different contexts. This is something often overlooked in comparative work on religious education.

    Although the thesis does not offer suggestions on how religious education ought to be organised in any given place, it does discuss possible advantages and disadvantages of the way religion is handled in schools in Sweden and India, respectively.

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  • 207.
    Nyberg, Hanna
    Stockholm University, Faculty of Humanities, Department of Ethnology, Comparative Religion and Gender Studies. Religionshistoriska avdelningen.
    Fredrika Ehrenborgs tankar om individens omskapelse och själens utveckling2008Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Fredrika Ehrenborg (1794-1873) was a follower of Emanuel Swedenborg (1688-1772) and spread his ideas about change and spiritual transformation from a practical Christian view. Her writing was concentrated between 1840's and 1870's and contains novels, literature for children, reflections, prayers and polemic pamphlets. Her published letters document life-stories and show receptance, influence and spread of a religious system and the evolution of the New Church in Sweden and Europe. Ehrenborg showed interest in unitarism and reported about other spiritual movements as well. During the Jewish emancipation she wrote and published texts that show her reflections about Swedenborg's speech about the Jewish religion. She saw Jews and Christians as twins and like the spiritual interpretation of the Bible, the one was dependent on the other.

  • 208. Obaidi, Milan
    et al.
    Anjum, Gulnaz
    Lindström, Joanna
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Personality, Social and Developmental Psychology.
    Bergh, Robin
    Celebi, Elif
    Baykal, Merve
    The role of Muslim identity in predicting violent behavioural intentions to defend Muslims2020In: Group Processes & Intergroup Relations, ISSN 1368-4302, E-ISSN 1461-7188, Vol. 23, no 8, p. 1267-1282Article in journal (Refereed)
    Abstract [en]

    A sense of shared Muslim suffering seems to play a key role in uniting Muslims around the world. Therefore, in the current paper we hypothesized that the social psychological underpinnings of Islamist extremism would be similar for Muslims living in the West and Muslims living in countries with prolonged and ongoing exposure to Western-led military interventions. Across 4 studies among Muslims in Pakistan and Afghanistan (Ns = 425, 402, and 127) and Muslims living in 20 Western countries (N = 366), we examined a path model in which group-based anger mediated the link between Muslim identification, perceived injustice of Western military and foreign policy, and violent behaviour intentions. Our results indicate that regardless of whether Muslims live in places with prolonged and ongoing experience of Western military interventions or not, the social psychological factors predicting violent Islamist extremism appear to be similar. We discuss implications for future theory and research.

  • 209.
    Olsson, Susanne
    et al.
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies, History of Religions.
    Poljarevic, Emin
    Contemporary Salafism: Expressions, Practices and Everyday Living2012In: Comparative Islamic Studies, ISSN 1740-7125, E-ISSN 1743-1638, Vol. 8, no 1-2, p. 53-56Article in journal (Other academic)
  • 210.
    Orup, Martin
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies.
    Tre svenska judars upplevelser av antisemitism i Sverige2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
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  • 211. 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)
  • 212.
    Pereswetoff-Morath, Alexander
    Stockholm University, Faculty of Humanities, Department of Slavic Languages and Literatures.
    ‘Episkop Ingomerlianskii i vsego pomoriia polunoshchnogo otseana’: velikie kombinatsii Anfinogena Kryzhanovskogo2010In: Scando-Slavica, ISSN 0080-6765, E-ISSN 1600-082X, Vol. 56, no 1, p. 48-83Article in journal (Refereed)
    Abstract [en]

    The paper treats the short “Ingrian” period in the life of the Belorussian monastic Athenogenes (Anfinogen) Kryžanovskij (fl. 1629–68), a man known to scholarship mainly from his adventurous involvement in Muscovite and Ruthenian church affairs. He is identified as the mysterious archbishop “Arfimager” of Ingria (known from 1638/9), one of of a mere couple of attested Orthodox hierarchs in that Swedish province, and as Aaron “Semblicenscoi”, “archimandrite of Nazareth”, whose epistle to the Ingrian Orthodox in 1651 was to add to the clash between local Lutherans and Orthodox during the Russian–Swedish war of 1656–8 when discovered by local authorities in 1656. The identifications explain several of the outlandish titles bestowed upon Athenogenes in a satirical poem by his countryman Symeon Polockij and throw light on aspects of Orthodox life in Swedish Ingria.

  • 213.
    Pereswetoff-Morath, Alexander
    Stockholm University, Faculty of Humanities, Department of Slavic Languages and Literatures.
    Hapolmos ha’anti-yehudi berusyah2010In: Toledot yehudei rusyah. I: Mimei kedem ad ha’et haãadashah hamukdemet / [ed] Alexander Kulik, Jerusalem: Zalman Shazar Center for Jewish History , 2010, p. 322-348Chapter in book (Refereed)
  • 214.
    Pleijel, Richard
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Institute for Interpreting and Translation Studies.
    At the Threshold of the Sacred: Paratextual Retranslation and Institutional Mediation through Footnotes in a Roman Catholic Edition of the New Testament2022In: Paratexts in Translation: Nordic Perspectives / [ed] Richard Pleijel; Malin Podlevskikh Carlström, Berlin: Frank & Timme, 2022, p. 57-92Chapter in book (Refereed)
    Abstract [en]

    This chapter analyzes the footnotes of Katolsk Studiebibel (“Catholic Study Bible”), a Roman Catholic edition of the New Testament in Swedish, published in 2020. The New Testament text of this edition was originally translated by a state-sponsored committee which worked on a translation of the Bible into Swedish from the early 1970s onwards. The intended readership of this translation was the entire Swedish population, regardless of religious belief. As a consequence, the translation would not consider any specific confessional interpretations of the biblical texts. By contrast, Katolsk studiebibel aims to do precisely this, as it mediates a distinctly Catholic understanding of the New Testament texts. This is not done by linguistically retranslating the texts, but by adding a footnote apparatus to the original translation (including its original footnotes). The Catholic footnote apparatus thereby reframes the original translation, as well as the underlying source texts. In the present chapter, this phenomenon is termed paratextual retranslation. It is furthermore suggested that the different understandings of the New Testament texts in, respectively, Katolsk studiebibel and the original translation are an outcome of different institutional frameworks: these affect the paratextual features of the two editions, and their paratexts in turn work to convey the different institutional frameworks.

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  • 215.
    Pleijel, Richard
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Institute for Interpreting and Translation Studies.
    Mer än filologi: Textkritiska positioner i Svenska Folkbibeln och Bibel 20002022In: Svensk Exegetisk Årsbok, ISSN 1100-2298, Vol. 87, p. 282-307Article in journal (Refereed)
    Abstract [en]

    The purpose of the paper is to investigate the text-critical positions of two contemporary Old Testament (OT) translations into Swedish, Svenska Folkbibeln and Bibel 2000, and how these positions are affected by various contextual factors. An overarching idea of the paper is that the text-critical position of any given translation is as much a reflection of theological and ideological as philological concerns. In the paper, this is examined with respect to four verses from different OT books, Gen 49:10, Deut 32:8, Is 7:14, and Psa 22:17. Following the survey of how the translations position themselves text-critically in these verses, the relationship between each translation’s position is addressed and discussed. The paper hereby seeks to understand these positions not so much as sharp contrasts, but rather as an outcome of certain mutual outsets. It is argued that the single most important outset for both translations is the historical-critical paradigm in biblical studies, with roots in the early modern era. Translations rejecting historical-critical biblical scholarship (Svenska Folkbibeln), as well as the ones embracing it (Bibel 2000), cannot fail to observe the basic premisses of this research paradigm. In other words, the text-critical positions investigated in the paper are unthinkable outside of this paradigm, which accordingly can be assessed as the single most important contextual factor shaping the text-critical positions of the translations under scrutiny.  

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  • 216.
    Pleijel, Richard
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Institute for Interpreting and Translation Studies.
    Metaphorisation and the Emergence of a Target Text Metaphor: Four Centuries of Translating npš in the Book of Ezekiel2023In: Metaphors in the Prophetic Literature of the Hebrew Bible and Beyond / [ed] David Davage; Mikael Larsson; Lena-Sofia Tiemeyer, Leiden: Brill Academic Publishers, 2023, p. 96-115Chapter in book (Refereed)
    Abstract [en]

    This paper explores biblical metaphors as target text features, being the outcome of processes of translation. This is discussed from the point of view of how the Biblical Hebrew term npš has been rendered in a select number of translations of Ezekiel. The history of exegetical scholarship is discussed as the single most important explanation for why the rendering of this term has changed dramatically over time in the translations under scrutiny. It is argued that a new paradigm emerging in the first half of the 20th century held that Israelite anthropology was monistic, with the effect that the traditional rendering of npš as ”soul” became untenable. Instead, a number of new meanings were put forward, which held that npš referred not to an entity that could be differentiated from the human person or body, but rather to the person or body as such, but also to attributes, feelings, and functions associated with it. This is discussed with metaphorisation as an analytical term, since in the new paradigm, the meaning of npš was substantially extended or expanded, thereby transferring it from a concrete term to an abstract concept. This conception is only possible to find if one look at translations of the Bible (which present the biblical texts to the general public) but also at exegetical scholarship, which indeed “translates” the biblical source texts by discussing and framing certain aspects of the source texts in certain ways. All in all, with npš as an example, the paper shows how translations of the Bible play an essential part in creating biblical metaphors and metaphorical language.

  • 217.
    Pleijel, Richard
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Institute for Interpreting and Translation Studies.
    The 1960s Bible: investigating discourse on a Swedish translation of the New Testament2023In: Perspectives: Studies in Translation Theory and Practice, ISSN 0907-676X, E-ISSN 1747-6623, p. 1-15Article in journal (Refereed)
    Abstract [en]

    In this paper, I investigate discourse on a Swedish translation of the New Testament during the period 1961–1972. Applying a Translation history perspective, I argue that the discourse on the translation, which situated the Bible firmly in the public space of the time, can be investigated in order to question the narrative of the Swedish 1960s as a radical, secular decade. During the period, the translation was debated by a number of institutional actors following the original initiative by a member of the Riksdag in 1961. The matter was investigated by two different governmental committees between 1963 and 1972, and in 1972, the Social Democratic minister Alva Myrdal appointed a committee for carrying out the translation. I show how the state patronage of the translation, envisaged by the Government and assumed by a number of the institutional actors discussing the translation, demonstrates a strong continuity with earlier official Swedish bibles. At the same time, the continuous state patronage depended on a reconceptualization of the object of translation, i.e. the Bible, which was no longer apprehended as an exclusively ecclesiastical scripture, but rather as a cultural and more loosely religious artifact.

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  • 218.
    Prasad, Nathalie
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies.
    Läroboksislam i förhållande till läroplanen: En komparativ studie om framställandet av islam i läroböcker skrivna efter 20112017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I likhet med det svenska samhället har skolan förändrats genom tiderna, likaså de styrdokument som används som riktlinjer för lärare. Avsikten med denna undersökning är att analysera den aktuella läroplanen, tre läroböcker i religionskunskap för gymnasiet samt läroplanens och läroböckernas relation och koppling till varandra. 

    Studien belyser således hur tre utvalda läroböcker skildrar islam samt hur väl läroböckerna förhåller sig till att uppfylla läroplanens (Lgy11) direktiv. 

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    Läroboksislam i förhållande till läroplanen
  • 219.
    Risberg, Sara
    Stockholm University, Faculty of Humanities, Department of History.
    Auctoritate papae: the church province of Uppsala and the apostolic penitentiary 1410-15262008Collection (editor) (Other academic)
  • 220. Rothgangel, Martin
    et al.
    Skeie, GeirStockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).Jäggle, Martin
    Religious Education at Schools in Europe: Part 3: Northern Europe2014Collection (editor) (Refereed)
    Abstract [en]

    The project Religious Education at Schools in Europe (REL-EDU), which is divided up into six volumes (Central Europe, Western Europe, Northern Europe, Southern Europe, South-Eastern Europe, Eastern Europe), aims to research the situation with regard to religious education in Europe. The third volume outlines the organisational form of religious education in the countries of Northern Europe (Denmark, Sweden, Finland, Norway, Estonia, Lithuania, Latvia, Iceland). This is done on the basis of thirteen key issues, which allows specific points of comparison between different countries in Europe. Thereby the volume focusses the comparative approach and facilitates further research into specific aspects of the comparison.

  • 221.
    Rudberg, Isak
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies, History of Religions.
    Vägen ut i mörkret: En studie om samtida mörk magi i Sverige2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine how the dark magic occult order Dragon Rouge presents, positions and legitimize magical practice in the contemporary Swedish context and the cultic milieu that the order operates in. The research of this study is based of a discursive analysis of the first two initiatory magical courses of Dragon Rouge.

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  • 222.
    Rydell Johnsén, Henrik
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies, History of Religions.
    Asketism2021In: Religionshistoria: En introduktion till teori och metod / [ed] Egil Asprem, Olof Sundqvist, Lund: Studentlitteratur AB, 2021, p. 335-346Chapter in book (Other academic)
  • 223.
    Samuelsson, Jan
    Stockholm University.
    Islam i Afganistan - under kung Muhammed Zahir shah: en studie av moderniseringsprocessens följder för islams ställning i Afganistan1975Doctoral thesis, monograph (Other academic)
  • 224.
    Sardella, Ferdinando
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies, History of Religions.
    Hindu Umbrella Organisations in Europe2020In: Handbook of Hinduism in Europe, Vol. 1: Pan-Europeans Development / [ed] Ferdinando Sardella, Knut A. Jacobsen, Leiden: Brill Academic Publishers, 2020, p. 687-710Chapter in book (Refereed)
    Abstract [en]

    During the twentieth century, various unsuccessful attempts were made by certain European Hindu communities to organise forums and umbrella organisations at the national level. That changed in the first decades of the twenty-first century when several such organisations were formally registered, thus providing their communities with a platform for political, social, and cultural interaction and exchange. This chapter focuses on the twelve national umbrella organisations that are members of the Hindu Forum of Europe (HFE) and the challenges they face when interacting with Europe’s secular states, which have been challenged by the growing diversity of their national religious landscapes

  • 225.
    Sardella, Ferdinando
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies, History of Religions.
    Hinduism in Sweden2020In: Handbook of Hinduism in Europe, Vol. 2: Hindu Presence in European Countries / [ed] Knut A. Jacobsen, Sardella Ferdinando, Leiden: Brill Academic Publishers, 2020, p. 1466-1485Chapter in book (Refereed)
    Abstract [en]

    Sweden’s encounter with Hindu traditions began with the first Swedish Indologists, who translated a number of Indic texts from German or English into the Swedish tongue. Not long thereafter, Swedish language-studies scholars began making their own translations directly from the Sanskrit, and eventually Hinduism itself arrived at Sweden’s shores with the first wave of migrants from South Asia. Today, Hinduism in Sweden is represented by a variety of communities, which can be distinguished according to their unique ethnic, linguistic, and cultural backgrounds. Its presence and cultural impact is made known through a diversity of Hindu temples and organisations, annual festivals such as Rathayātrā and Dīvālī, newly established guru movements, Western converts, and the widespread practice of yoga. Despite certain ongoing challenges, Hindus appear to be well-integrated members of Swedish society who actively participate in all aspects of Swedish culture. Umbrella organisations have been created for the purpose of cooperation and representation as well as for preserving Hindu identity among diaspora communities. One of the primary challenges facing members of the Hindu diaspora concerns the transmission of their various religious traditions to future generations.

  • 226.
    Sardella, Ferdinando
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies, History of Religions.
    Phenomenology and Yoga in Åke Sander’s Early and Late Works2016In: Religionens varp och trasor: En festskrift till Åke Sander / [ed] Daniel Enstedt, Göran Larsson, Ferdinando Sardella, Göteborg: Göteborgs universitet, 2016, p. 25-37Chapter in book (Other academic)
  • 227.
    Sardella, Ferdinando
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies, History of Religions.
    Vaishnavism in Colonial Bengal: beyond the Hindu Renaissance2020In: The Legacy of Vaisnavism in Colonial Bengal / [ed] Ferdinando Sardella, Lucian Wong, Abingdon: Routledge, 2020, p. 1-14Chapter in book (Refereed)
    Abstract [en]

    It is customary to conceive of the manifold Vaiṣṇava trajectories and modalities that find their source of inspiration in Viṣṇu or one of his numerous alternate identities—most commonly, Rāma or Kṛṣṇa—as broadly constituting a cohesive “religious current”. Indeed, the term “Vaiṣṇava” is suggestive of an “overarching” religion. Such an understanding is justified not least by the broad continuity of conceptions of the divine and the somewhat congruent textual and ritual foundations exhibited by the various Vaiṣṇava traditions across several centuries and South Asian regions. It is nevertheless essential to bear in mind that such a unitary construal of Vaiṣṇavism, even if at times articulated in indigenous sources, can only ever be an “ideal view”, one that in reality corresponds to the “aggregation of a multitude of varied traditions”. Any critical approach to Vaiṣṇavism cannot therefore fail to attend to the specificities concomitant with a given Vaiṣṇava expression’s geographical and temporal context. The present introduction discusses the book, which proffers a focused examination of Vaiṣṇavism in one such context. 

  • 228.
    Sjöström, Oskar
    Stockholm University, Faculty of Humanities, Department of History.
    Den förbigångne prästen: Hur en tjänstetillsättning kunde se ut i Märsta år 17572008In: Sigtunabygden: Lokaltidningen i Sigtuna kommun, no 5/11, p. 1-Article in journal (Other (popular science, discussion, etc.))
  • 229.
    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)
  • 230.
    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)
  • 231.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Stavanger, Norway.
    Common Symbols 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, 2018, p. 355-374Chapter in book (Refereed)
  • 232.
    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)
  • 233.
    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)
  • 234.
    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.

  • 235.
    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)
  • 236.
    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)
  • 237.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Stavanger, Norway.
    Shifting Boundaries Between Secular and Religious: Religion, Spirituality and Non-Religion in Estonia2015Conference paper (Other academic)
  • 238.
    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)
  • 239.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies.
    Teachers and researchers cooperating to develop new knowledge for religious education2011In: PANORAMA, ISSN 0937-8219, no 23, p. 92-105Article in journal (Refereed)
  • 240.
    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)
  • 241.
    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)
  • 242.
    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.

  • 243.
    Skoglund, Erika
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies.
    Bland hemmafruar, ikoner och påskägg: En fältstudie i miniformat om fasta och påsk i Grekland2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Påsken är Greklands överlägset största högtid. Den har en enorm betydelse för den grekiskortodoxa kyrkan och den grekiska traditionen. Påsken firas såväl i kyrkan som i hemmen med familjen. Maten har en central plats med fasta som inleder påsken, vilken sedan kulminerar i Jesus Kristus lidande, död och uppståndelse. Familjen samlas kring en stor påskmåltid på söndagen för att fira uppståndelsen. Glädjen över uppståndelsens mirakel är ett bevis och en påminnelse om den kristna trons kärna. Varje vår sker detta firande hos miljontals greker och jag vågar påstå att den grekiska påsken är en större högtid än den svenska julen jag känner. Det religiösa samt de sociala funktionerna fylls både i kyrkan och genom av samlandet av familjen. I centrum för den religiösa påminnelsen och den sociala festligheten, står maten.

    Syftet med denna uppsats är att genom en fallstudie undersöka hur fasta och påskfirande kan se ut i det moderna Grekland, med fokus på matens symboliska betydelse.

    Samtliga av följande frågeställningar avser att gälla endast det avgränsade område som jag undersöker i min fallstudie: Hur firar greker påsk i kyrkan och privat? Vilka ritualer förekommer? Fastar man fortfarande? Vad är tillåtet att äta under fastan? Med vad bryter man fastan? Hur ser man på fastan? Vad äter man för mat under påsken? Vilken roll och symbolik finns i påskens mat? Hur ser förberedelserna ut och vem gör vad?

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  • 244. Sturmark, Christer
    et al.
    Lindenfors, Patrik
    Stockholm University, Faculty of Science, Department of Zoology, Animal Ecology. Stockholm University, Faculty of Humanities, Centre for the Study of Cultural Evolution.
    Hög tid att staten slutar sponsra kyrkan2015In: Expressen, ISSN 1103-923XArticle in journal (Other (popular science, discussion, etc.))
  • 245. Sturmark, Christer
    et al.
    Twana, Tara
    Ericson, Emilia
    Lindenfors, Patrik
    Stockholm University, Faculty of Science, Department of Zoology, Animal Ecology. Stockholm University, Faculty of Humanities, Department of Archaeology and Classical Studies, Centre for the Study of Cultural Evolution.
    Timmerby, Magnus
    Ta chansen – här är våra krav på påven2016In: Aftonbladet, ISSN 1103-9000, no 31 oktoberArticle in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Påve Franciskus har inte genomfört en enda substantiell förändring av kyrkan – läran är fortfarande patriarkal, homofobisk och odemokratisk. Humanisternas lägger i dag fram tio teser för en mer human kyrka, ämnen Svenska kyrkan kan passa på att ta upp nu när påven är på plats.

  • 246. 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)
  • 247. Svensson, Jonas
    et al.
    Arvidsson, StefanStockholm University.
    Människor och makter: en introduktion till religionsvetenskap2008Collection (editor) (Other academic)
    Abstract [sv]

    Grundläggande kurslitteratur i religionsvetenskap med bidrag från framstående religionsvetare

  • 248.
    Swedberg, Richard
    Stockholm University, Faculty of Social Sciences, Department of Sociology.
    The Protestant ethic and the spirit of capitalism: the Talcott Parsons translation interpretations2009Collection (editor) (Other academic)
  • 249.
    Söderholm, Cornelia
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies.
    “Först jag måste vara en bra person”: Några språkintroduktionselevers perspektiv på religionskunskap2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper is based on five interviews with students that are or have been in language introductory classes in Sweden. The students have different religious experiences from different parts of the world and have the possibility to compare religious education in Sweden with their first countries’ religious education. All interviewed students come from countries with confessional religious education and in Sweden the religious education is non-confessional. In language introductory classes religion is one of several subjects that students take part in before entering ordinary classes. This paper concludes that the Swedish religious education and values, like tolerance and secularity, which are often taught in the classrooms could be one of several factors that contribute to changing the interviewed students images of themselves and their surroundings.

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  • 250.
    Tatlow, Ruth
    Stockholm University, Faculty of Humanities, Department of Musicology and Performance Studies.
    JSB: the greatest Christian composer?1985In: Christian Arena: The Journal of UCCF Associates, Vol. 38, no 3, p. 49-Article in journal (Refereed)
23456 201 - 250 of 270
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