Voices and perspectives in Norwegian pupils’ work on religions and world views: a diachronic study applying sociocultural learning theory

Haakedal, Elisabet

doi:10.1080/01416200.2011.628190

Cited by 7 publications

(3 citation statements)

References 3 publications

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“…Some empirical studies (e.g. Osbeck and Lied 2011;Haakedal 2012;Husebø 2012) use sociocultural learning theories, but none, thus far, have analysed different modes of tool-based learning processes. Hermans (2003) provides a comprehensive discussion of the impact of sociocultural perspectives for the study and practice of RE.…”

Section: Mf Norwegian School Of Theology Oslo Norwaymentioning

confidence: 99%

Modes of learning in religious education

Afdal

2014

British Journal of Religious Education

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This article is a contribution to the discussion of learning processes in religious education (RE) classrooms. Sociocultural theories of learning, understood here as tool-mediated processes, are used in an analysis of three RE classroom conversations. The analysis focuses on the language tools that are used in conversations; how the tools mediate; the dynamics they create between pupils and teachers; and how new language tools are created and enrolled. The following three modes of learning are found: distancing, dynamic and expansive. These modes are collectively enacted by teachers and students in the context of the classroom. The article therefore argues that RE classrooms can best be understood as social practices, rather than sums of individual cognition. Empirically, religion is in the making in RE -in the shape of bits, pieces and processes. In the material, however, RE is an educational practice, not a religious practice.

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Section: Mf Norwegian School Of Theology Oslo Norwaymentioning

confidence: 99%

Modes of learning in religious education

Afdal

2014

British Journal of Religious Education

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“…i forskinga på språk (Gjems, 2009(Gjems, , 2011Matre, 1997). Laeringspraksis i skule og barnehage er svaert forskjellige, men kan også ha likskapstrekk, og fleire forskarar har nytta eit sosiokulturelt perspektiv på religionsfaget i skulen der artefaktar er vektlagde teoretisk og/eller empirisk (Afdal, 2013a(Afdal, , 2013b(Afdal, , 2015Leganger-Krogstad, 2014;Haakedal, 2012). 4 Funna mine viser at moglegheitsrom for å undre seg og laere noko om eksistensielle spørsmål, i dette tilfelle m.a.…”

Section: Barnehagen Som Praksis Innanfor Fagområdet Erfunclassified

«Det er så koselig her at jeg tar av meg skoene»: Om betydningen av sted i en flerkulturell barne- og ungdomsfestival

Dewilde¹,

Kjørven²,

Skrefsrud³

et al. 2020

Rom Og Sted: Religionsfaglige Og Interdisiplinære Bidrag

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In this article, we explore how children and youth participating in a multicultural festival in Norway construct space and place. Such events respond to the call to action for reducing prejudice and stereotypes, and they aim to promote inclusion, participation and community. Nonetheless, researchers have criticized such events for instead promoting categorical understandings of cultural identities; as such, some researchers regard multicultural festivals as counterproductive to the aim of promoting inclusion. However, previous research has directed scarce attention to the participants’ perspective, in particular viewpoints of children and youth. Inspired by perspectives on spatial justice (Soja, 1996, 2010), we interpret young people’s experiences and meaning making while attending a multicultural festival. We collected data through an app, which allowed us to conduct structured interviews with children and youths on site. The findings bring out the significance of space and place when interpreting young people’s participation and meaning making at such events. We conclude the article by reflecting on the potential of perspectives on space and place to nuance an often one-sided criticism of multicultural events.

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“…Studies on religious learning often focus on a formal school setting (Haakedal, 2012;Valk, 2009; Van der Zee, Hermans, & Aarnoutse, 2006;Vermeer, 2012). In confirmation, religious learning takes place outside of school and is part of local congregations' religious learning activities.…”

Section: Studies On Confirmation and Religious Learningmentioning

confidence: 99%

The Material Logics of Confirmation

Holmqvist

2014

International Journal of Actor-Network Theory and Technological Innovation

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The paper explores the material spaces and logics of religious learning processes. A discrepancy between religious educators and the 14-year-old confirmands was evident during a 1 year of ethnographic fieldwork. A material semiotic approach provides important perspectives on the dynamics between material and human actors in religious learning context. The findings suggest that different notions of space with different logics of religious learning were established during the confirmation program. The spaces and logics were constituted by the interplay with material objects, pastors, catechists and confirmands. The paper points to how materiality is part of religious learning and how materiality can open up for different ways of practicing and conceptualize religion.

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Voices and perspectives in Norwegian pupils’ work on religions and world views: a diachronic study applying sociocultural learning theory

Cited by 7 publications

References 3 publications

Modes of learning in religious education

Modes of learning in religious education

«Det er så koselig her at jeg tar av meg skoene»: Om betydningen av sted i en flerkulturell barne- og ungdomsfestival

The Material Logics of Confirmation

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