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Dialogue, Conflict and Religious Education in Norway

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

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Dialogue, Conflict and Religious Education in Norway

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  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

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