Kränkningens livsförståelse: En religionsdidaktisk studie av livsförståelselärande i skolan

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Kränkningens livsförståelse : En religionsdidaktisk studie av livsförståelselärande i skolan

Osbeck, Christina, 1969- (author): Karlstads universitet,Estetisk-filosofiska fakulteten

Cöster, Henry (thesis advisor): Karlstads universitet,Estetisk-filosofiska fakulteten

Wernersson, Inga (thesis advisor)

Almén, Edgar, Docent (opponent): Linköpings universitet

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(creator_code:org_t)

ISBN 9170630402
Estetisk-filosofiska fakulteten, 2006
Swedish 436 s.
Series: Karlstad University Studies, 1403-8099 ; 2006:10

Related links:: https://kau.diva-por... (primary) (Raw object); show more...; https://urn.kb.se/re...; show less...

Doctoral thesis (other academic/artistic)

Abstract Subject headings

The Hard Lesson of Life: A Study of /Re/construction of Life in School from a Religious Educational PerspectiveThe overriding aim of this dissertation is to examine the understanding of life that young people /re/construct, and in this sense learn, in the discursive practices of school, and to describe how such a /re/construction takes place.The theoretical frame of the study is a critical theory perspective. Potentially problematic aspects and findings are therefore given priority over good examples. The three main concepts used were generated through the interaction of theory and empirical material. These conceptual tools are: ‘understanding of life’, ‘discursive practice’, and ‘language’. The first concept refers to the young learners’ collectively /re/constructed perceptions of how life works and of what gives life value and meaning. Discursive practice is the concept used for the context and the way in which learning takes shape. Language is an important resource in the shaping of the collective interpretation, negotiation and /re/construction of an understanding of life.Two empirical studies are presented, a main study and a complementary one. The main study, which is regionally limited, is a group interview with 51 youths from five schools divided into ten groups. The second is a study of the most frequently used high school Religion textbook, Religion and Life, and the analysis draws on the results from the group interview study.The institutional frames, the large-sized schools, and the tasks of school to educate pupils and to differentiate between them, are risk factors that may lead to stereotypical, instrumental, and competitive relationships in education. The group interview study indicates that there are grounds for concern since it shows that victimization works as a teaching tool in the /re/construction of a hegemonic discourse of understanding life. The empirically identified hegemonic discourse of understanding life is termed “Life as adjustment for the benefit of individual competition”. Victimization is shown to be both the cause and effect of this discourse. The hegemonic life discourse also lends contextual legitimacy to victimization. The study of the school textbook suggests that the subject Religion may reinforce such a hegemonic understanding of life if it fails to balance the book’s objective and descriptive accounts of abuse of power.

Subject headings

HUMANIORA -- Filosofi, etik och religion -- Religionsvetenskap (hsv//swe)
HUMANITIES -- Philosophy, Ethics and Religion -- Religious Studies (hsv//eng)

Keyword

understanding of life
perception of life
life philosophy
life view
victimization
violation
harassment
bullying
discursive practice
language
speech genre
reconstruction
construction
learning
education
religion
school
young people
group interview
text book
power
hierarchy
hegemony
gender
sex
adjustment
competition
critical theory
Religion/Theology
Religionsvetenskap/Teologi
Religious Studies and Theology
Religionsvetenskap

Publication and Content Type

vet (subject category)
dok (subject category)

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