Levd religion i religionsundervisningen : En diskursanalys av lärares formuleringar om representation i religionskunskap

Today we live in a world that can be called a global society since people more than ever before move across nations. The Swedish curriculum for secondary school emphasizes this change and places a higher demand on the education to learn the ability to live within cultural diversity. Several scholars emphasize that Swedish RE commonly starts from a secular position which makes religiosity as something that others do and places this group outside of society. Lived religiosity is a term that is supposed to close the gap between religion and the society that focuses on the insider’s perspective. This study therefore aims to look at how teachers in religious education express that religion is represented in their teaching. With the questions how the teachers describe the purpose of teaching about world religions, and how they talk about different methods of teaching? To examine this, four qualitative interviews with RE teachers have been made and then analyzed with a discursive method. The result showed that most of the teachers was placed under an individual discourse that emphasizes on religious individuals to describe what motivates their religiosity. This is applicable to a lived religion which can open up for different opinions and include religious students. The result also showed a social discourse among some of the teachers which can be interpreted from a more secular point of view, which can then relate to create the opposite effect. Most of the teachers were liked to a representative discourse when it comes to talk about methods of teaching. These methods originate from meeting an inside perspective and includes for example, working with written stories or bringing religious practitioners in to the classroom