Jødedomsundervisning i fagfornyelsen: Minoritetsreligioner i dybdelæringens æra
DOI:
https://doi.org/10.5617/pri.10368Abstract
The new, national curriculum (LK20) for religious education (RE) in Norway mentions religions or worldviews by name much less than before, which has caused concern that minority religions and minority worldviews will be ignored. In light of this, I examine how Judaism has been taught in Norwegian and Nordic RE, and then if and how LK20 and its turn to deep learning can address some of the challenges met in teaching Judaism. First, I find that while there has been a movement away from explicit, Christian frameworks, there remains a strong, implicit majority discourse resting on secular, post-protestant values and preconceptions. The emphasis on student active learning and research methods, which is considered central to deep learning, will not in and of itself remedy this, but the importance of (self) reflection encourages precisely the exploration of preconceptions and positionality, thereby making majority discourses and one’s own position explicit and part of the teaching.
Key words: curricular reform, national curriculum 2020, deep learning, Judaism, big ideas
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