Med rom for flere stemmer? En kritisk analyse av tre nye læreverk for konfirmantundervisning i Den norske kirke.

Autor/in	Krupka, Bernd
Titel	Med rom for flere stemmer? En kritisk analyse av tre nye læreverk for konfirmantundervisning i Den norske kirke.
Quelle	In: Prismet, 69 (2018) 1, S. 5-25 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben S. 23-25
Sprache	norwegisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2535-311X
DOI	10.5617/pri.6151
Schlagwörter	Arbeitsbuch; Lehrerhandbuch; Konfirmandenunterricht; Religionsausübung; Religiöser Pluralismus; Norwegen
Abstract	The article analyzes three recently published teacher's handbooks and workbooks for confirmation classes in the Church of Norway, using methods of textbook analysis. The article focusses on the plurality of voices represented: the plurality of content and methods displayed in the handbook, the representation of students and their own different religious practices, and the stimulation of a plural exchange of meaning in class. A plurality of voices is not a prominent concern in the teachers' handbooks. The handbooks either do not aim at a free exchange of meanings amongst the students at all or limit it within a broad consent to traditional Christian teachings. The handbooks design spiritual and ritual practices typical for confirmation time rather than represent the students' own experiences with religious practice. The handbooks sometimes try to establish the authority of Christian teachings with the help of ritual and spiritual practices, rather than stimulate a debate with a plurality of perspectives. Teaching suggestions tend to combine fictional with biblical references, creating a narrative universe apart from everyday life concerns or contemporary theological and ethical discussions. The article discusses briefly whether this narrativity stems from Christian youth work being part of a pedagogical province apart from adult society.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2022/1