En anonym minoritet i klasserommet? Kristne elever i skolens religionsfag
DOI:
https://doi.org/10.5617/pri.6854Abstract
Denne artikkelen er basert på dybdeintervjuer med elever og lærere og handler om hvilken rolle elever som definerer seg som kristne, spiller i skolens KRLE-fag. Hvilke faktorer opplever de som betydningsfulle for at de, dersom de ønsker det, kan være åpne om sin kristne tilhørighet? Studien viser at spørsmål om religiøs tilhørighet ikke er et vanlig samtaleemne elevene imellom. De kristne elevene blir sjelden utfordret av læreren i KRLE til å fortelle om sin tro og tradisjon i undervisningen, til forskjell fra elever fra andre religioner og livssyn. Noen av elevene mener at undervisningen om kristendom i for stor grad handler om fjern historie og stivbente regler for livsførsel som de ikke kjenner seg igjen i. Lærerne i faget mener å ha god kunnskap om religioner og livssyn representert i sine klasser, men noen innrømmer at deres kunnskap om kristne minoriteter og om det indre trosmangfoldet blant elever tilknyttet Den norske kirke, er mangelfull. Elevene tilskriver lærerens kunnskaper og holdninger en avgjørende rolle for opplevelsen av å bli inkludert i klasserommet og i KRLE. De gir også uttrykk for at det er lettere å være åpen om sin tro i et flerkulturelt enn i et mer monokulturelt klasserom.
Nøkkelord: Kristne elever, posisjonering, inkludering, trygt rom, KRLE
Abstract:
This article is based on in-depth interviews with students and teachers and discusses the role of Christian students in the Norwegian RE-subject. The study shows that questions about religious affiliation are not a common topic of conversation between the students. The Christian students also say that they are seldom asked to tell about their beliefs and traditions in class, unlike students from other religions and beliefs. Some of the students say that the teaching about Christianity mostly deals with ancient church history or strict rules of life that they do not identify with. Teachers in the subject believe to have basic knowledge of religions and beliefs represented in their classes, but some admit that their knowledge of Christian minorities and of the inner diversity within the Church of Norway is inadequate. Students say that the teacher’s knowledge and attitude towards Christianity play a crucial role in including them in the classroom and in KRLE. They also state that it is easier to be open about their faith in a multicultural, than in a more monocultural classroom.
Keywords: Christian students, positioning, inclusion, safe space, RE
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