| 11. |
- Enstedt, Daniel, 1972, et al.
(author)
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Leaving Religion. Introducing the Field
- 2019
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In: Handbook of Leaving Religion / edited by Daniel Enstedt, Göran Larsson, Teemu T. Mantsinen. - Leiden ; Boston : Brill. - 9789004330924 ; , s. 1-9
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Book chapter (peer-reviewed)
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| 12. |
- Enstedt, Daniel, 1972, et al.
(author)
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Telling the Truth about Islam? Apostasy Narratives and Representations of Islam on WikiIslam.net
- 2013
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In: CyberOrient. - 1804-3194. ; 7:1
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Journal article (peer-reviewed)abstract
- This article analyses six apostasy narratives published on WikiIslam.net and examines how Islam is represented and understood in them. The narratives contain self-referential and autobiographical components, and the truth-claims made in them are often based on the narrator’s own experiences as a former Muslim. From the six testimonies it is clear that Islam is presented in a negative and biased way, as summed up in the following three points: (1) Islam is an irrational, illogical way of thought; the beliefs that Islam holds to be true are false; (2) Islam is not about peace, high standards and God; Islam is an evil, self-centered and morally corrupt religion, and Muslims are hypocrites; (3) Islam is an oppressive, misogynist and violent religion, and is negative for its followers, especially women. These views on Islam, expressed in the apostasy narratives, articulate several themes found in islamophobic discourses and the so called New Atheist movement
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| 13. |
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| 14. |
- Flensner, Karin K, 1973-, et al.
(author)
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Inledning: att undervisa och lära om och av kontroverser
- 2021
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In: Känsliga frågor, nödvändiga samtal. Att lära om och av kontroverser, red. Karin K. Flensner, Göran Larsson & Roger Säljö. - Lund : Studentlitteratur. - 9789144137346 ; , s. 15-21
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Book chapter (other academic/artistic)
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| 15. |
- Flensner, Karin K, 1973-, et al.
(author)
-
Jihadists and Refugees at the Theatre: Global Conflicts in Classroom Practices in Sweden
- 2019
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In: Education sciences. - : MDPI AG. - 2227-7102. ; 9:2
-
Journal article (peer-reviewed)abstract
- In democratic societies schools have an obligation to address complex societal issues such as ethnic/religious tensions and social conflicts. The article reports an exploratory study of how theatre plays were used in upper-secondary schools to generate pedagogically relevant platforms for addressing the current Middle East conflicts and their impact on European societies in the context of religious education and civics. The schools are situated in areas with substantive migrant populations of mixed backgrounds, and this has implications for how these issues are understood as a lived experience. In the same classrooms, there were students who had refugee backgrounds, who represented different interpretations of Islam, and religion more generally, and whose families were victims of terrorism. There were also students with strong nationalist views. The study is ethnographic documenting theatre visits and classroom activities in relation to two plays about the Middle East situation. The results show that plays may open up new opportunities for addressing these issues, but that they may also be perceived as normative and generate opposition. An interesting observation is that a play may generate space for students to tell their refugee story in class, which personalized the experience of what it means to be a refugee
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| 16. |
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| 17. |
- Grinell, Klas, 1969, et al.
(author)
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Museological framings of Islam in Europe
- 2019
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In: Material Religion. - : Informa UK Limited. - 1743-2200 .- 1751-8342. ; 15:3, s. 370-371
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Journal article (other academic/artistic)
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| 18. |
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| 19. |
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Islam in the Nordic and Baltic Countries
- 2009
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In: Islam in the Nordic and Baltic Countries, (Ed.) Göran Larsson. - London & New York : Routledge. - 0415485193 ; , s. 1-7
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Editorial collection (other academic/artistic)
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| 20. |
- Kittelmann Flensner, Karin, 1973-, et al.
(author)
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Swedish religious education at the end of the 1960s : Classroom observations, early video ethnography and the national curriculum of 1962
- 2014
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In: British Journal of Religious Education. - : Informa UK Limited. - 0141-6200 .- 1740-7931. ; 36:2, s. 202-217
-
Journal article (peer-reviewed)abstract
- The aim of this article is to present a unique corpus of film-recorded classroom observations of sixth-grade classes (age 12-13) in the Swedish cities of Gothenburg, Partille and Trollhättan in the late 1960s. The material documents how RE could be taught in Swedish schools in line with the curriculum of Lgr 62 which internationally was an early attempt to design an approach to religious education (RE) which responded to demands of pluralism and objectivity and before the name of the subject was changed from Christian Religious Education (CRE) (Kristendomskunskap) into RE (Religionskunskap). The aim is also to scrutinise how the documented teaching and classroom activities relate to the curriculum of the time. 52 film-recorded classes in CRE have been analysed. One result-not surprisingly, as the teachers knew that they were being filmed-is that the content of teaching follows the CRE syllabus. As Christianity occupies the bulk of teaching time, it can be questioned whether the subject meets the objectivity requirement. There were few references to the experience of the pupils and the surrounding society. The heated public debate about the subject is not observable in the classroom. © 2013 Christian Education.
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