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Learning to be Norwegian. A case study of identity management in religious education in Norway A case study of identity management in religious education in Norway

:	Lars Laird Iversen
:	Learning to be Norwegian. A case study of identity management in religious education in Norway A case study of identity management in religious education in Norway
:	Waxmann Verlag GmbH
:	9783830976479
:	1
:	CHF 20.20
:

:	Pädagogik
:	English

:	198
:	kein Kopierschutz/DRM
:	PC/MAC/eReader/Tablet
:	PDF

How are people educated to feel that they are part of a nation? What role does religion play in such a process? In this book Lars Laird Iversen takes a close look at Religious Education in Norway in order to find answers to these crucial questions. The intersection of school, religion and national identity is a hotspot for public controversy, in Norway as well as many other countries. Global flows of ideas and migrants have made religious plurality a fact on the ground in Norwegian city- and mediascapes. Iversen investigates the complexities that arise when the nation-shaping ambitions of Norwegian state curriculum authors meets the diverse group of pupils in religious education classes. The book also provides a theoretical discussion on how religious groups, and other groups with identity claims, should be understood, drawing on contemporary debates between social constructionist and critical realist approaches.

	Buchtitel	1
	Acknowledgements	5
	Contents	7
	List of Abbreviations	10
	Part I: Introduction	11
	1. Introduction	11
	Part II: Literature	17
	2. Multiculturalism	19
	2.1 Overview of multiculturalism	19
	2.2 Mainstream multiculturalism	21
	2.3 Critiques of Multiculturalism	22
	2.4 Contemporary debates	24
	2.5 Concluding remarks	30
	3. Norwegian sexualities	32
	3.1 Introduction	32
	3.2 The work of Åse Røthing, an example of the Norwegian Sexualities Approach	33
	3.3 Discussion	35
	4. The interpretive approach to religious education	38
	4.1 The interpretive approach: A presentation	38
	4.2 Relating the interpretive approach to other approaches toreligious education	40
	4.3 The interpretive approach compared to the religious literacy approach	41
	4.4 Discussion	44
	4.5 Three academic debates: A summary	50
	Part III: Conceptual approach	51
	5. Analytical horizon	52
	5.1 Introduction	52
	5.2 Ontological and epistemological background	52
	5.3 Complexity reduction	54
	5.4 Materiality	56
	5.5 Difference	58
	6. Toolkit for analysis	59
	6.1 Viscosity	59
	6.2 Boundaries	61
	6.3 Work	63
	6.4 Conclusions	65
	Part IV: Research Design	67
	7. Methodology: Case study and generalisation	68
	7.1 Introduction	68
	7.2 The art of generalising to a population	69
	7.3 The logic of generalising to theory:	71
	7.4 Why choose Norway?	72
	7.5 Why choose education?	73
	7.6 Case study conclusions	74
	8. Methods	75
	8.1 Methods introduction	75
	8.2 Multiple methods	75
	8.3 Choice of texts	77
	8.4 Document analysis: Analytical strategy	80
	8.5 Selecting schools	81
	8.6 Gaining access to schools	83
	8.7 Research role: My presence in the field	85
	8.8 Method conclusions	87
	Part V: Background	89
	9. Historical Background	90
	9.1 Religious education and national identity in Norway: Introduction	90
	9.2 Building the state, becoming Norwegianand developing modernity	91
	9.3 The historical background: Some analytical points	93
	9.4 Contexts for the contemporary subject	96
	9.5 The contemporary subject: Implementing KRL	100
	9.6 The contemporary subject: The legal history of KRL and RLE	104
	9.7 The modern subject: The revisions	105
	9.8 The modern subject: As it stands today	107
	9.9 Conclusions	108
	10. The schools. An ethnographic context	110
	10.1 Introduction	110
	10.2 Four vignettes from classrooms: Dealing with disagreement	111
	10.3 Differences between the schools	114
	10.4 Similarities between the schools	117
	10.5 Conclusions	121
	Part VI: Analysis	123
	11. Document analysis: Values, religion and identity in the formal curriculum	124
	11.1 Introduction	124
	11.2 Outlining the meaning web	126
	11.3 The metaphorical structure of the values-node	137
	11.4 Conclusion	141
	12. Classroom analysis	143
	12.1 Introduction	143
	12.2 The boundary work of a Norwegian Muslim identity	144
	12.3 The boundary work of a Norwegian Muslim identity: Analysis	146
	12.4 The boundary work of a Norwegian enlightenment identity	152
	12.5 The boundary work of a Norwegian enlightenment identity:Analysis	154
	12.6 Boundary work and identity: Discussion	157
	12.7 Conclusions	159
	13. Relating to academic debates	161
	13.1 Introduction	161
	13.2 Representing religion in classroom: Developing the interpretive approach	162
	13.3 National identity and Norwegian Sexualities	167
	13.4 Multiculturalism	175
	13.6 Conclusions	179
	Part VII: Conclusion	181
	14. Conclusion	181
	Table of figures and examples	187
	References	189