| 1. |
- Barthel, Stephan, 1968-, et al.
(author)
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Urban green commons for socially sustainable cities and communities
- 2022
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In: Nordic Social Work Research. - : Taylor & Francis. - 2156-857X .- 2156-8588. ; 12:2, s. 310-322
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Journal article (peer-reviewed)abstract
- In these times of global pandemics and climate crisis, social sustainability has become a crucial issue within diverse sectors and disciplines. This article aims to broaden the discussions on social sustainability in general, and in relation to community work within professional social work in particular.By means of a cross-disciplinary bricolage approach – with a focus on the commons – we aim to construct a holistic view of urban social sustainability. Beginning with the Anthropocene concept, which recognizes the human impact on the Earth’s natural systems and hence highlights the need to include the natural environment as a determinant of good and fair living conditions for all, we remix arguments and examples relating to social sustainability with environmental and spatial dimensions to develop an urban green commons. Our cross-disciplinary perspective extends beyond contemporary social policy by bringing together natural resource management, public health, and spiritual aspects of the commons. In order to fit the plurality of urban contexts across the planet, further critical deliberations are needed, focusing on social sustainability and collective action for sustainable change in each context.
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| 2. |
- Carlsson, David, 1974-, et al.
(author)
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Teaching secular worldviews in a post-secular age
- 2018
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Conference paper (peer-reviewed)abstract
- The paper discusses how secular world views should be included in RE. Knowledge of secular world views can be understood in different ways. The paper distinguishes between two types of knowledge of secular world-views. The first type reflects the self-understanding of modernity while the second one represents a more critical stance influenced by post-modern thinking. It is argued that only the latter type is suitable for RE in public schools if the aim is to conduct an inclusive, non-confessional education.
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| 3. |
- Dahlin, Olov, 1962-, et al.
(author)
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Du sköna nya digitala värld : Analoga möten och digitaliserad undervisning
- 2021
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In: Människan i en existentiell kultur. - Gävle : Gävle University Press. - 9789188145567 - 9789188145574 ; , s. 93-112
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Book chapter (other academic/artistic)abstract
- Så länge det funnits har Människa-kultur-religionsprogrammet (MKR) erbjudits på distans, länge via videokonferenser och under senare år via webbkonferenser. Användandet av en lärplattform och inspelningar av undervisningen har gjort utbildningen ännu mer flexibel. Men även om digitaliseringen möjliggjort kommunikation, informationsutbyten och olika former av deltagande, har den generella känslan hos oss lärare blivit att studenterna alltmer alienerats från oss – att vi i stigande grad sysselsätter oss med apparater istället för att interagera med människor. Detta förstärks genom kravet att hantera studenterna i det ökande antalet digitala system där studenterna representeras av sitt personnummer – det finns en uppenbar risk att de förvandlas från subjekt till föremål, HST/HPR, siffror i statistiken. Hos oss lärare har det som en följd av denna utveckling vuxit fram en önskan om att få möta studenterna på riktigt, inte enbart via skärmar. Sedan hösten 2018 har vi därför valt att införa så kallade innedagar med religionsdidaktiskt och dramapedagogiskt innehåll som studenterna måste närvara på för att bli godkända på utbildningen. Vi var intresserade av att få veta hur studenterna upplever skillnaderna mellan digitaliserad undervisning och analoga möten och bjöd därför in några av MKR-studenterna till ett samtal där vi kontrasterade de två undervisningssätten genom att ställa frågor som: Vilka kvaliteter utmärker analoga möten/gemenskaper? Vad kan den digitala tekniken tillföra och vad riskerar att försvinna i den ’digitala logiken’? Vilken roll kan och bör den digitaliserade undervisningen ha i förhållande till analoga möten? Vilka blir de pedagogiska konsekvenserna?
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| 4. |
- Franck, Olof, 1958, et al.
(author)
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Inledning
- 2023
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In: Olof Franck & Peder Thalén (red.), Mellan kunskap och fostran: En bok om syfte och mål med skolans undervisning om etik. - Lund : Studentlitteratur. - 9789144167596 ; , s. 15-17
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Book chapter (other academic/artistic)
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| 5. |
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| 6. |
- Franck, Olof, et al.
(author)
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Preface
- 2023
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In: Powerful Knowledge in Religious Education. - : Palgrave Macmillan Cham. - 9783031231858 - 9783031231865
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Book chapter (other academic/artistic)
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| 7. |
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| 8. |
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Interkulturell religionsdidaktik : utmaningar och möjligheter
- 2018. - 1
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Editorial collection (other academic/artistic)abstract
- I religionskunskapsämnets kurs- och ämnesplaner framhålls betydelsen av att eleven utvecklar en mångkulturell kompetens präglad av ett ansvarsfullt förhållningssätt. Samtidigt har religion blivit ett alltmer laddat ämne i samhällsdebatten. Hur ska lärare i religionskunskap ta sig an utmaningarna i det mångkulturella klassrummet?
Boken närmar sig ämnet interkulturell religionsdidaktik ur en mängd synvinklar. Livfulla skildringar från mångkulturella klassrum varvas med mer teoretiskt resonerande kapitel som redogör för aktuell nordisk och europeisk forskning kring religionsundervisning präglad av mångfald. Faktorer som underlättar dialog och genuina möten i klassrummet presenteras utifrån konkreta exempel men ges också fördjupande analyser i flera kapitel. I boken tas även olika hinder upp, allt från otjänlig och missriktad begreppsbildning till förenklade synsätt, som står i vägen för realiserandet av de mångkulturella målen.
Boken är den första i sitt slag i Sverige och vänder sig till blivande och redan verksamma lärare i religionskunskap.
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| 9. |
- Liljestrand, Johan, et al.
(author)
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Images of Christianity in teaching materials for the Swedish compulsory school
- 2019
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Conference paper (peer-reviewed)abstract
- The objective to teach Christianity is stated in the Swedish national syllabus for RE since the very beginning of compulsory school. Actually, the syllabus from a century ago states teaching both about, and in, the Lutheran catechesis – a mission that was successively replaced by biblical studies and later developed into the subject “Religionskunskap”. The latter in which Christianity was only one of several (foremost world-)religions and prominent views of life. However, the mission to pay a certain weight to Christianity has survived although in a new and (post)secular context. The privilege of Christianity is today typically motivated by its cultural position rather than from a religious or moral rationale. In the Swedish context, in which Religionskunskap is a mandatory school subject, students are engaged in teaching and learning Christianity back and forth during their compulsory period of school. Widening the context from the school system, there has been debates regarding the status of Christianity in the Swedish RE syllabus. A common argument in defence of the privileged position of Christianity is the importance of a “Christian common heritage”. One way to address how students are engaged with Christianity on the arena of compulsory education is to investigate teaching materials currently used in school. The purpose of our paper is to investigate the depiction of Christianity in current and widely used Swedish teaching materials. Using discourse analysis, prominent and dominating discourses will be revealed. The results from the analysis will be used to reflect on and discuss the position of Christianity in Swedish schools within a cultural-historical context in Sweden and Europe.
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| 10. |
- Liljestrand, Johan, et al.
(author)
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Moderniserad kristendom i läroböcker för högstadiet
- 2021
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In: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; 11:2021:3, s. 51-70
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Journal article (peer-reviewed)abstract
- In the Swedish curriculum for the compulsory school Christianity's influence on Swedish society and its values is a prominent theme. The research question in this paper is: how does the depiction of Christianity relate to the present Swedish society? Teaching books aimed for the compulsory national school system (year 7-9) has been analysed out from the assumption that the national context comprises a stronger link to its representation, rather than the context of religious communities. Ten teaching books were chosen from prominent publishers from 2011, the year of the present curriculum, until 2014. The books were read several times searching for preliminary and successively final patterns. One recurrent theme was identified: a preference for liberal, modernized Christianity. Language patterns regarding overall composition, intertextual links and choice of words were discerned in the excerpts favouring modern Christianity. This theme is contextualised in relation to the Swedish majority culture as post-Church, i.e. secular Lutheranism likewise recognisable in the Swedish curriculum. We suggest that the links between the teaching books and Swedish majority culture contributes to the reproduction of Swedish majority culture as a post-Church society.
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| 11. |
- Liljestrand, Johan, et al.
(author)
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Who´s Christianity? Influences of majority culture in Swedish teaching books
- 2022
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Conference paper (peer-reviewed)abstract
- Christianity comprises an umbrella of communities with different orientation and heritage. This plurality entails a challenge for the RE-teacher, located in a classroom (often) including students with different orientations of Christianity (and non-Christian religions/worldviews). Christian plurality in West-European countries is, due to ensuing immigration from countries in- and outside Europe, such as Latin-America and the Middle East, further impacting on the composition of several school classes. Simultaneously Christianity represents an essential component of majority culture, in Sweden and several other European countries. As majority conceptions may impact on RE teaching content (Berglund 2020) this condition could imply a challenge for social cohesion including both majority and minority orientations of Christianity. Swedish RE-curriculum states that RE should support co-existence and cohesion in the plural society. However, we need to approach such an ambition critically regarding its curricular conditions. In this contribution we examine how Christianity is represented in national RE teaching books for Swedish upper secondary school. We have found a general tendency to favorize a modern liberal Christianity in favor of other non-majority (in different respects) conservative Christian orientations. The purpose of our contribution is to examine how liberal Christianity is shaped in teaching books for the Swedish upper secondary school. The selection of books is based on the actual use by RE-teachers in two Swedish regions. Eight books by different authors comprises material for our study. Based in the disciplines of educational research and religious studies, a practical-text-approach (Hellspong & Ledin 1997) is applied, discerning three levels of implicit meaning and their internal relationships: the overall composition, the intertextual links and semantic content. Our preliminary results show a tendency to favorize a modernized liberal Christianity, often through recurrent linguistic means. We will discuss the implications of our results in relation to the significance of religions and worldviews in education for social cohesion.
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| 12. |
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| 13. |
- Liljestrand, Johan, et al.
(author)
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Whose Christianity? The influence of a majority culture in Swedish textbooks
- 2024
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In: British Journal of Religious Education. - 0141-6200 .- 1740-7931.
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Journal article (peer-reviewed)abstract
- Christian plurality is challenging for a religious education teacher in a classroom of students with different orientations of Christianity, not least due to immigration. As Christianity represents an essential component of the majority culture in many European countries, in this study we examine how it is represented in religious education textbooks used in upper secondary schools in Sweden. The purpose is to examine how liberal Christianity is shaped in the textbooks and the possible implications for educating citizens in a plural society. The selection of books is based on those used by religious education teachers in Sweden. The results show a tendency towards a modernised liberal Christianity, the implications of which are discussed in relation to the significance of religions and worldviews in education for social cohesion.
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| 14. |
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| 15. |
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| 16. |
-
Populism, Democracy, and the Humanities : Interdisciplinary Explorations and Critical Enquiries
- 2022
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Editorial collection (peer-reviewed)abstract
- In this volume, twelve Sweden-based researchers reflect on the phenomenon and concept of populism in relation to democracy and the humanities from the multiple vantage points of various disciplinary backgrounds: philosophy, history of ideas, media and communication, journalism, political science, gender studies, organization science, education theory, popular culture, and literary studies. While the study of populism has attracted a lot of attention in political science, this topic has been rarely explored by scholars in the humanities. Rather than contribute to the already established area of populism studies in social and political sciences, our authors take a more open and exploratory stance through which they attempt to open up new fields and directions for inquiry from an interdisciplinary humanistic perspective.
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| 17. |
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| 18. |
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| 19. |
- Sorgenfrei, Simon, Docent, et al.
(author)
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Mångreligiositet och sekularitet i svenskt polisväsende, vård, skola och offentlig förvaltning : en forskningsöversikt
- 2021
-
Reports (other academic/artistic)abstract
- Under de senaste decennierna har Sverige genomgått stora demografiska och politiska förändringar. Tillsammans har dessa inneburit att Sverige idag samtidigt är ett av Europas mest sekulariserade och mest mångreligiösa länder. Den snabba demografiska förändring Sverige har genomgått har ställt många inför nya, stora och i vissa fall skyndsamma kunskapsbehov samtidigt är forskningen om situationen delvis eftersatt. I denna rapport identifieras hur den nya situationen relaterar till det lagstadgade uppdrag som svenskt polisväsende, vård, skola och offentlig förvaltning har. Den forskning som gjorts inom dessa områden sammanfattas och de viktigaste forskningsbehoven identifieras.
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| 20. |
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| 21. |
- Thalén, Peder, 1957-, et al.
(author)
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Begreppen religion och livsåskådning
- 2023. - 2
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In: Religioner, livsåskådningar och etik. - Malmö : Gleerups Utbildning AB. - 9789151109169 ; , s. 19-30
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Book chapter (other academic/artistic)
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| 22. |
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| 23. |
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| 24. |
- Thalén, Peder, 1957-
(author)
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Intellektuell fostran - vad är det?
- 2023. - 1
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In: Mellan kunskap och fostran. - : Studentlitteratur AB. - 9789144167596 ; , s. 173-187
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Book chapter (other academic/artistic)
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| 25. |
- Thalén, Peder, 1957-, et al.
(author)
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Introduction : Populism and the Humanities
- 2022
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In: Populism, Democracy, and the Humanities. - Lanham, Maryland, USA : Rowman & Littlefield Publishers. - 9781538160916 - 9781538160923
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Book chapter (peer-reviewed)
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| 26. |
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| 27. |
- Thalén, Peder, 1957-
(author)
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Learning about What? Non-Confessional Religious Education after the Dissolution of the Binary Categories ‘Religion’ and ‘Secular’
- 2023
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In: Social Sciences. - : MDPI. - 2076-0760. ; 12:10, s. 573-573
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Journal article (peer-reviewed)abstract
- The binary division between ‘religion’ and ‘secular’ as an analytical tool has long been criticised within the research field of ‘critical religion’ in religious studies. There has also been a parallel critique in the academic discussion about post-secularity. Recently, sociologists have picked up and deepened this criticism, as expressed in Mitsutoshi Horii’s book ‘Religion’ and ‘Secular’ Categories in Sociology: Decolonizing the Modern Myth (2021). Based on a critical processing of Horii’s application to sociology, the aim of this article is to discuss the challenges for non-confessional religious education (RE) that the ongoing dismantling of this binary division entails. In particular, it looks at how a non-confessional RE could be designed that transcends the binary division and how powerful knowledge could be understood in a non-binary context.
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| 28. |
- Thalén, Peder, 1957-
(author)
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RE and the Complexity of the Knowledge Problem(s)
- 2023
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In: Powerful Knowledge in Religious Education. - Cham : Palgrave Macmillan Cham. - 9783031231858 - 9783031231865 ; , s. 217-240
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Book chapter (other academic/artistic)
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| 29. |
- Thalén, Peder, 1957-
(author)
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Religionskritik inom språkets gränser
- 2010
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In: Religionsfilosofisk introduktion. - Stockholm : Verbum. - 9789152632970 ; , s. 193-208
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Book chapter (peer-reviewed)
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| 30. |
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| 31. |
- Thalén, Peder, 1957-, et al.
(author)
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Teaching Secular Worldviews in a Post-Secular Age
- 2020
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In: Religion & Education. - : Taylor & Francis. - 1550-7394 .- 1949-8381. ; 47:3, s. 243-256
-
Journal article (peer-reviewed)abstract
- This paper discusses how secular worldviews could be included in non-confessional religious education. Knowledge about secular worldviews can be understood in different ways. The paper distinguishes between two types of knowledge: the standard model of secular worldviews and the nonstandard model. The first model reflects the self-understanding of modernity, while the second represents a more critical stance influenced by late modern thinking. The nonstandard model is presented as a hermeneutical approach for teaching secular worldviews in non-confessional religious education, using atheism as an example. In the paper, this model is elaborated on, as it is argued that only the nonstandard model is suitable for religious education in schools if the aim is to conduct an inclusive, non-confessional education.
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| 32. |
- Thalén, Peder, 1957-
(author)
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World view instead of religion?
- 2020
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In: Religious education in a post-secular age. - Cham : Palgrave Macmillan. - 9783030475024 ; , s. 157-178
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Book chapter (peer-reviewed)
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