Contextualising religious education - Different understandings of teaching in Sami confirmation courses
For the last 30 years, the Church of Sweden, along with other institutions, has offered special confirmation courses for the church’s young Sami members. The organisers and teachers involved with these Sami confirmation courses all stress the necessity of adapting their teaching to fit Sami contexts...
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Umeå universitet, Institutionen för idé- och samhällsstudier
2020
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Online Access: | http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-173675 https://doi.org/10.4102/hts.v76i1.5827 |
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ftumeauniv:oai:DiVA.org:umu-173675 2023-10-09T21:55:44+02:00 Contextualising religious education - Different understandings of teaching in Sami confirmation courses Runemark Brydsten, Johan 2020 application/pdf http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-173675 https://doi.org/10.4102/hts.v76i1.5827 eng eng Umeå universitet, Institutionen för idé- och samhällsstudier HTS Teologiese Studies/Theological Studies, 0259-9422, 2020, 76:1, http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-173675 doi:10.4102/hts.v76i1.5827 ISI:000546342900001 Scopus 2-s2.0-85090657975 info:eu-repo/semantics/openAccess Christian confirmation Sami people The Church of Sweden Religious education Indigenous education Contextual theology Religious Studies Religionsvetenskap Article in journal info:eu-repo/semantics/article text 2020 ftumeauniv https://doi.org/10.4102/hts.v76i1.5827 2023-09-22T13:58:51Z For the last 30 years, the Church of Sweden, along with other institutions, has offered special confirmation courses for the church’s young Sami members. The organisers and teachers involved with these Sami confirmation courses all stress the necessity of adapting their teaching to fit Sami contexts. Their views are supported by various steering documents, but the wording of these documents leaves room for differing interpretations, which has resulted in multiple understandings of what concrete adjustments should be implemented in the teaching. The overarching aim of this article is to analyse the differing views of how to adapt the teaching in Sami confirmation courses so as to better fit the Sami contexts. In particular, I examine whether these different views can be traced to differing understandings of what contextualising Religious Education entails. Ten interviews with people involved in teaching or organising the courses were analysed, along with archival material, using qualitative content analysis and theories regarding contextual theology, religious education and indigenous education. To capture these different theoretical perspectives, I suggest the concept of contextualised religious education and three central analytical questions: (1) ‘who is the teacher?’, (2) ‘how is the teaching organised?’ and (3) ‘what is the content of the teaching?’ My in-depth analysis of the interviews and archival material, the sorting of the different views voiced in this material (based on the three questions above), together with inspiration from models of contextual theology, resulted in three new categories: dialogical contextual religious education, context-driven contextual religious education and faith-driven contextual religious education. Article in Journal/Newspaper sami Umeå University: Publications (DiVA) HTS Teologiese Studies / Theological Studies 76 1 |
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Open Polar |
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Umeå University: Publications (DiVA) |
op_collection_id |
ftumeauniv |
language |
English |
topic |
Christian confirmation Sami people The Church of Sweden Religious education Indigenous education Contextual theology Religious Studies Religionsvetenskap |
spellingShingle |
Christian confirmation Sami people The Church of Sweden Religious education Indigenous education Contextual theology Religious Studies Religionsvetenskap Runemark Brydsten, Johan Contextualising religious education - Different understandings of teaching in Sami confirmation courses |
topic_facet |
Christian confirmation Sami people The Church of Sweden Religious education Indigenous education Contextual theology Religious Studies Religionsvetenskap |
description |
For the last 30 years, the Church of Sweden, along with other institutions, has offered special confirmation courses for the church’s young Sami members. The organisers and teachers involved with these Sami confirmation courses all stress the necessity of adapting their teaching to fit Sami contexts. Their views are supported by various steering documents, but the wording of these documents leaves room for differing interpretations, which has resulted in multiple understandings of what concrete adjustments should be implemented in the teaching. The overarching aim of this article is to analyse the differing views of how to adapt the teaching in Sami confirmation courses so as to better fit the Sami contexts. In particular, I examine whether these different views can be traced to differing understandings of what contextualising Religious Education entails. Ten interviews with people involved in teaching or organising the courses were analysed, along with archival material, using qualitative content analysis and theories regarding contextual theology, religious education and indigenous education. To capture these different theoretical perspectives, I suggest the concept of contextualised religious education and three central analytical questions: (1) ‘who is the teacher?’, (2) ‘how is the teaching organised?’ and (3) ‘what is the content of the teaching?’ My in-depth analysis of the interviews and archival material, the sorting of the different views voiced in this material (based on the three questions above), together with inspiration from models of contextual theology, resulted in three new categories: dialogical contextual religious education, context-driven contextual religious education and faith-driven contextual religious education. |
format |
Article in Journal/Newspaper |
author |
Runemark Brydsten, Johan |
author_facet |
Runemark Brydsten, Johan |
author_sort |
Runemark Brydsten, Johan |
title |
Contextualising religious education - Different understandings of teaching in Sami confirmation courses |
title_short |
Contextualising religious education - Different understandings of teaching in Sami confirmation courses |
title_full |
Contextualising religious education - Different understandings of teaching in Sami confirmation courses |
title_fullStr |
Contextualising religious education - Different understandings of teaching in Sami confirmation courses |
title_full_unstemmed |
Contextualising religious education - Different understandings of teaching in Sami confirmation courses |
title_sort |
contextualising religious education - different understandings of teaching in sami confirmation courses |
publisher |
Umeå universitet, Institutionen för idé- och samhällsstudier |
publishDate |
2020 |
url |
http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-173675 https://doi.org/10.4102/hts.v76i1.5827 |
genre |
sami |
genre_facet |
sami |
op_relation |
HTS Teologiese Studies/Theological Studies, 0259-9422, 2020, 76:1, http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-173675 doi:10.4102/hts.v76i1.5827 ISI:000546342900001 Scopus 2-s2.0-85090657975 |
op_rights |
info:eu-repo/semantics/openAccess |
op_doi |
https://doi.org/10.4102/hts.v76i1.5827 |
container_title |
HTS Teologiese Studies / Theological Studies |
container_volume |
76 |
container_issue |
1 |
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1779319744080379904 |