Reading Religion in Norwegian Textbooks: Are Individual Religions Ideas or People?

Autor/inn/en	Thomas, Andrew; Rolin, Alf
Titel	Reading Religion in Norwegian Textbooks: Are Individual Religions Ideas or People?
Quelle	In: British Journal of Religious Education, 41 (2019) 1, S.41-53 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-6200
DOI	10.1080/01416200.2018.1484691
Schlagwörter	Ethics; Religious Education; Buddhism; Christianity; Islam; Judaism; Religious Cultural Groups; National Curriculum; Course Descriptions; Textbooks; Secondary School Students; Moral Values; Teacher Role; Religious Factors; Foreign Countries; Content Analysis; Norway + Suchen Sie Ihr Suchwort? Ethik; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Buddhismus; Christentum; Judaismus; Kirchliche Gruppe; Religionszugehörigkeit; Kursstrukturplan; Textbook; Text book; Schulbuch; Lehrbuch; Sekundarschüler; Moral value; Ethischer Wert; Lehrerrolle; Ausland; Inhaltsanalyse; Norwegen
Abstract	Different religions are treated in different ways in Norwegian sixth form textbooks. We carried out an exhaustive content analysis of the chapters devoted to individual religions in textbooks for the Religion and Ethics course currently available in Norway, using rigorous indicators to code each word, image and question according to whether they were treated the religion as a set of ideas or a group of people. After adjusting for trends in the different kinds of data (word, image, question), we found that Buddhism and Christianity receive significantly more attention for their ideas than Hinduism, Islam and Judaism, which are treated more as people. This difference cannot be explained by the national syllabus or the particularities of the individual religions. The asymmetry also has implications for the pupils' academic, moral and pedagogical agency for which teachers play a critical role in compensating. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01