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One aim with the Swedish non-confessional religious education is to increase students’ understanding and respect for different ways of thinking and behaving. One opportunity to reflect upon other people's interpretations of life, are field visits. Many teachers and students want to make field visits but few actually do. This thesis explores educational opportunities and challenges generated by field visits as part of religious education. This is a classroom study in an upper secondary school (the students were 17 years old), during the teaching sequence about Islam where one part was a field visit to a mosque. Data were produced by classroom observations and observations from a mosque visit, students’ journal writing’s before and after the visit and student interviews. The students’ utterances about Islam are analysed using Michael Bachtin’s dialogue theory and Robert Jackson’s interpretive approach. The analysis shows that students apply a speech genre, which in this study is denoted genre of politeness. In some cases the genre of politeness affect the students such that they do not dare to ask all questions, in particular questions about Islam and gender. Another result is that students more widely apply a self-reflexive speech genre during and after the mosque visit as compared to before the visit. By self-reflexive speech is meant that the students mirror what they have met in the mosque with their own interpretations of life. The analysis also shows that the several students express critical opinions about Islam both before and after the mosque visit and the teaching sequence. The study explores educational opportunities and challenges generated by the mosque visit. Some of the themes that are discussed in the thesis are: 1) questions about representations of religion, for instance in what way “lived religion” and religion as a “philosophical ideal” can be combined, 2) the students’ different ways of reflection, 3) how do students relate and rely on the faith representative’s utterances, and 4) how students formulate questions to the faith representative. Baksidestext Studiebesök är en metod i religionskunskapsundervisningen som förefaller vara uppskattad av både lärare och elever. Trots det visar det sig att det är relativt få lärare som verkligen gör besök, vilket delvis kan bero på en osäkerhet vad som händer ur ett elevperspektiv i mötet med en ny kontext. Den här studien har undersökt religionsdidaktiska utmaningar och möjligheter som aktualiserats genom ett moskébesök. Empirin utgörs av gymnasielevers yttranden om islam i loggar, elevintervjuer, klassrummet och under ett moskébesök. Analysen visar bland annat att elevernas tal under besöket påverkas av en ”artighetsgenre” som både kan underlätta och försvåra för eleverna. Vidare framkommer det att elever i större utsträckning under och efter besöket speglar det de möter i moskén i sina egna livstolkningar. Analysen visar också hur elever uttrycker att deras inställning till islam påverkas på olika sätt av besöket. Några religionsdidaktiska områden som aktualiserats av besöket och diskuteras är frågor om religioners representation, hur trosrepresentanten ska behandlas som källa samt olika sätt att ställa frågor till representanten. |
