Learning to be Norwegian. A case study of identity management in religious education in Norway (eBook)

Buchtitel 1
Acknowledgements 5
Contents 7
List of Abbreviations 10
Part I: Introduction 11
1. Introduction 11
Part II: Literature 17
2. Multiculturalism 19
2.1 Overview of multiculturalism 19
2.2 Mainstream multiculturalism 21
2.3 Critiques of Multiculturalism 22
2.4 Contemporary debates 24
2.5 Concluding remarks 30
3. Norwegian sexualities 32
3.1 Introduction 32
3.2 The work of Åse Røthing, an example of the Norwegian Sexualities Approach 33
3.3 Discussion 35
4. The interpretive approach to religious education 38
4.1 The interpretive approach: A presentation 38
4.2 Relating the interpretive approach to other approaches toreligious education 40
4.3 The interpretive approach compared to the religious literacy approach 41
4.4 Discussion 44
4.5 Three academic debates: A summary 50
Part III: Conceptual approach 51
5. Analytical horizon 52
5.1 Introduction 52
5.2 Ontological and epistemological background 52
5.3 Complexity reduction 54
5.4 Materiality 56
5.5 Difference 58
6. Toolkit for analysis 59
6.1 Viscosity 59
6.2 Boundaries 61
6.3 Work 63
6.4 Conclusions 65
Part IV: Research Design 67
7. Methodology: Case study and generalisation 68
7.1 Introduction 68
7.2 The art of generalising to a population 69
7.3 The logic of generalising to theory: 71
7.4 Why choose Norway? 72
7.5 Why choose education? 73
7.6 Case study conclusions 74
8. Methods 75
8.1 Methods introduction 75
8.2 Multiple methods 75
8.3 Choice of texts 77
8.4 Document analysis: Analytical strategy 80
8.5 Selecting schools 81
8.6 Gaining access to schools 83
8.7 Research role: My presence in the field 85
8.8 Method conclusions 87
Part V: Background 89
9. Historical Background 90
9.1 Religious education and national identity in Norway: Introduction 90
9.2 Building the state, becoming Norwegianand developing modernity 91
9.3 The historical background: Some analytical points 93
9.4 Contexts for the contemporary subject 96
9.5 The contemporary subject: Implementing KRL 100
9.6 The contemporary subject: The legal history of KRL and RLE 104
9.7 The modern subject: The revisions 105
9.8 The modern subject: As it stands today 107
9.9 Conclusions 108
10. The schools. An ethnographic context 110
10.1 Introduction 110
10.2 Four vignettes from classrooms: Dealing with disagreement 111
10.3 Differences between the schools 114
10.4 Similarities between the schools 117
10.5 Conclusions 121
Part VI: Analysis 123
11. Document analysis: Values, religion and identity in the formal curriculum 124
11.1 Introduction 124
11.2 Outlining the meaning web 126
11.3 The metaphorical structure of the values-node 137
11.4 Conclusion 141
12. Classroom analysis 143
12.1 Introduction 143
12.2 The boundary work of a Norwegian Muslim identity 144
12.3 The boundary work of a Norwegian Muslim identity: Analysis 146
12.4 The boundary work of a Norwegian enlightenment identity 152
12.5 The boundary work of a Norwegian enlightenment identity:Analysis 154
12.6 Boundary work and identity: Discussion 157
12.7 Conclusions 159
13. Relating to academic debates 161
13.1 Introduction 161
13.2 Representing religion in classroom: Developing the interpretive approach 162
13.3 National identity and Norwegian Sexualities 167
13.4 Multiculturalism 175
13.6 Conclusions 179
Part VII: Conclusion 181
14. Conclusion 181
Table of figures and examples 187
References 189