0000000000790716
AUTHOR
Elisabet Haakedal
Jesus’ parables for and by ten-year-olds: applying blending theory in in-depth analyses of pupils’ RE texts, RE textbook passages, and teacher’s handbook passages in the context of Norwegian inclusive public religious education
This article presents the results of an in-depth analysis of ten texts written by ten-year-old pupils during a religious education (RE) lesson about Jesus’ parables. The texts from the pupils’ notebooks were analysed with passages from the RE textbook and the teacher’s handbook to explore how these books influenced the pupils’ texts. The main theoretical framework guiding our analysis was conceptual blending theory, which enabled us to outline how the pupils had interrelated and integrated information from different sources during their reading, understanding, and interpretation of Jesus’ parable about the lost/retrieved sheep (Luke 15:4–7). We found substantial similarities between the pup…
Norwegian Religious Education Workbooks after World War II: Exploring Teachers’ Workbook Constructions by Interpreting Traces of Textbooks and National Curricula
Twenty religious education (RE) workbooks covering half a century were examined in a search for RE teachers’ typical patterns of workbook construction. Three chronological main types were distinguished: “the biblical workbook,” “the workbook of Christian cultural nurture,” and “the RE workbook of diversity.” Of greater interest, however, were the particularities found in a few workbooks produced in the two interims between the chronological types. This article discusses—in the light of collective memory theory, social semiotics, and Norwegian RE history—the meaning of the teachers’ implicit contributions to the typical as well as the untypical workbook constructions. The concept of an “irre…
School festivals, collective remembering and social cohesion: A case study of changes in Norwegian school culture
Accepted version of an article in the journal: Journal of Religious Education. Published version not available online. How does a particular Norwegian primary school community interact while preparing and carrying through the festivals of Advent/Christmas, Easter and the National Day at the end of the first decade of the 21st century? Particularly, what is the relationship between the Principal and involved staff members regarding the school’s festival culture? How may possible changes in the school’s festival culture be interpreted and tentatively explained? A number of collective assemblies as well as lessons of religion and life view education were observed over a period of two years, an…
Voices and perspectives in Norwegian pupils' work on religions and world views: a diachronic study applying sociocultural learning theory
Accepted version of an article in the journal:British Journal of Religious Education. Definitive published version available at: http://dx.doi.org/10.1080/01416200.2011.628190 This article researches work by four pupils in a diachronic collection of Norwegian primary school workbooks. Given signs of a variety of voices and perspectives in chosen representations of central tenets and/or practices in religions and philosophical traditions, how can an analysis and discussion of a few chosen texts shed light on their authors', i.e. the pupils', (self-) formative modes of encountering the diverse voices and perspectives? The pupils' expressions are discussed by staging an interaction between ind…
Skolens bibelfortellinger
Formålet til dette arkivet, kalt «Skolens bibelfortellinger», er å gjøre allment tilgjengelig, bl.a. for forskning, et utvalg på noe over 600 elevtekster. Tekstene stammer fra en større samling skrive- og tegnebøker brukt i skolens religions- og livssynsfag i tiden 1955-2017. Tekstene dokumenterer en omfattende skolefagutvikling. Etter Læreplanverket for Kunnskapsløftet 2020 er såkalt fortellingsdidaktikk nedtonet. Dette arkivet vil inspirere til forsknings- og utviklingsarbeid om store og små kulturtradisjoners / religioners fortellinger og autoritetstilskrevne tekster – og deres relevans for nye elevgenerasjoner.