1 / 7

Religious Education in Norway: Student Perspectives & Teacher Challenges

Explore findings from a survey and qualitative studies on the importance of religion among 14-16 year olds in Norway. Discover students' views on religious plurality, conflict, and the role of religious education in schools, along with teachers' perspectives and challenges in the classroom.

morwen
Download Presentation

Religious Education in Norway: Student Perspectives & Teacher Challenges

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Dialogue, Conflict and Religious Education in Norway Geir Skeie

  2. Survey and qualitative studies • Survey with pupils from Stavanger, Sandnes, Haugesund, Bergen and Oslo • 6 schools • 707 pupils • 353 without religion • 265 Christians • 57 Muslims • 8 Buddhists • 3 Hindus • 8 Humanists • 13 other religions and world views • Qualitative studies of pupils, classrooms and teachers by Marie von der Lippe and Øystein Lund Johannessen

  3. findings Is religion important for young people?

  4. findings Norwegian 14-16 year olds about religion in life and school • Well aware of religious plurality, but keep some distance… • The main source of knowledge about religion is the family • Worried about possible conflict among peers, even if religion is not seen as conflict issue • Pupils with religious background tend to be (a little) more tolerant • General agreement that religious pupils should feel included in school community • In school the main focus should be on on teaching and learning about religion

  5. findings Religious education teachers • Well aware of their responsibilities and ideals • RE is sometimes a low priority subject in schools • Teaching style and strategies vary a lot • Norwegian RE-teachers seem to be pupil oriented and interested in conversation, but with less focus on subject matter and content • RE- teachers do not seem to have a distinct role • Teachers are doing great efforts to meet difficult challenges • Good intentions are not always enough

  6. findings Classroom interaction • Student involvement often follow ‘experience-near’ issues • Communication in the classroom often mirrors relationships in the local community • Some students are worried about expressing themselves freely in the classroom

  7. What do RE-teachers need? • Knowledge basis • Context knowledge and content knowledge • Leadership skills • Providing ‘secure space’ • Value basis • Learning about religion and world-views is a priority • Respecting children and young peoples’ religion and world view, and their right to deepen or change this

More Related