Teses / dissertações: "Social sciences -> religion -> education"

1

McCrory, Victor Keith. "Social studies educators' perceptions of and beliefs about the inclusion of religion in textbooks". unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-07082008-114344/.

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Thesis (Ph. D.)--Georgia State University, 2008.
Title from file title page. Chara Bohan, committee chair; Lori Elliot, Joseph Feinberg, Caroline Sullivan, committee members. Description based on contents viewed Oct. 14, 2009. Includes bibliographical references p. 170-184).

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2

Lipmen, Sara-Jean. "Inadvertent Evangalisms (Or Not)| Teachers' Views on Religion, Religious Beliefs, Positionality and Presence and Their Influence on Their Curricular Choices in the Classroom". Thesis, University of Southern California, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10287583.

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There has been very limited research on the possible role religion has in its influence on teacher choices, especially within a Social Science classroom. The purpose of this study was to examine how secondary Social Studies teachers explicitly and implicitly treat religion as a factor in the teaching of history and how their own affinity with/to a religion and beliefs about religious institutions influence their curricular choices. The following research question informed the study: How are teachers’ religious identities, affinities and positionality revealed in their curricular choices?

Through the use of the multiple case study model using interviews, observations and artifacts, this dissertation examined how secondary Social Studies teachers explicitly and implicitly treat religion as a factor in the teaching of history and how their own affinity with/to a religion and beliefs about religious institutions influence their curricular choices. Using the lenses of positionality and presence, while explicitly being aware of American Civil Religion, religious hierarchies and Christian Privilege, this study examined two Atheist/Agnostic teachers in a comprehensive urban high school settings.

The findings are presented as single case studies with a cross case analysis. The analysis of findings found that both teachers did not include religion as a significant factor of history and therefore, did not privilege religion as a topic in their classes. The data showed that both teachers, despite their religious identifications, had internalized Civil American Religion and its alignment with Christianity.

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Halman, Loek, Josja Rokven e Inge Sieben. "Religion". Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2013/6575/.

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1. Eastern Europe: the case of Czech Republic and Slovakia 2. Turkey 3. The EVE Curriculum Framework - Developments on the second phase (Clare Brooks) 4. Evaluations 5. Main changes to the curriculum Framework 6. Looking Forwards

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Anagnostou, Emmanouil. "The Re-emergence of Religion in European Politics: The Greek Case of Church - State Relations and Religious Freedom in the Context of Education". Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21701.

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Conducting research on the influence of religion on politics is nowadays a growing tendency as various authors seek to explore why and how the spiritual element affects the natural world of politics. The purpose of this study is to discuss the influence of the Christian religion on education in Europe. The exact research case is the Orthodox sphere and in particular the Greek state. The selection is not random. It has been observed that in the Orthodox part of Europe, the church - state relations are quite close to an extent that, especially in Greece, it makes many authors wonder whether such a relationship may be against the model of the liberal, European state. As an example of the church - state relationship, the study also extends to the human rights field where cases of religious freedom competence in the Greek, public school are reviewed. By applying a mix of case study and content analysis under the prism of liberalism, the thesis argues for a potential transition to a post-secular epoch in Europe

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Roos, Bergman Johanna, e Belmina Omerhodzic. "Religionskunskapsämnets relevans i ett sekulariserat samhälle / The relevance of Religion Education in a secular society". Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29565.

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Syftet med vårt examensarbete är att först och främst ta reda på om dagens elever verkligen är sekulariserade. Oberoende om svaret är ja eller nej vill vi ta reda på hur detta påverkar religionsundervisningen. Dessutom vill vi ta reda på hur vi, som blivande ämneslärare i religionskunskap, kan göra religionsundervisningen så vardagsanpassad som möjligt? För att få svar på våra frågeställningar har vi först sammanställt tidigare forskning för att ge en överblick kring var den pågående forskningen står om ämnet. Den tidigare forskningen behandlar den pågående diskussionen kring om Sverige, och övriga Europa är sekulariserat eller inte. Dessutom har vi definierat olika begrepp relevanta för vår undersökning. Styrdokumenten har även beskrivits för att ge en överblick kring den förändring den har genomgått i önskan om att göra den så vardagsaktuell som möjligt. Slutligen har vi beskrivit olika pedagogiska redskap för vilka har en viktig del i religionsundervisningen.Vår egen undersökning har genomförts med såväl lärare som elever i årskurs 8-9 för att få reda på om sekulariseringen råder i deras skola samt vad både lärare och elever anser om ämnet religionskunskap. Svaren har vi analyserat i relation till tidigare forskning för att slutligen komma fram till ett resultat. Resultatet visar att sekulariseringen råder främst på skolor som inte har någon mångkultur i relation till etnicitet och tro. Men oberoende på om sekulariseringen är stark eller inte tycker eleverna överlag att religionsundervisningen är något positivt som de beskriver som ett spännande och roligt ämne. Slutligen kommer vi fram till att lärarna många gånger saknar redskapen för att vardagsanpassa undervisningen till eleverna. Detta framkommer även av eleverna som överlag svarat att de anser att religionsundervisningen inte relaterar till deras liv.

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6

Wilson, Charlene E. "Religion, spirituality & spiritual development of undergraduate students". Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/632.

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Spirituality is a topic of growing interest for college students and scholars and yet personal accounts of spiritual development among college students remains limited. This study investigated the spiritual development of seven traditional-aged, University of the Pacific students in their senior year of course study. Interviews were conducted using an interview guide. Participants were requested through chain sampling techniques. Interviews were used to gain knowledge about the experiences students have that contribute to the ways in which they define spirituality and how those experiences affected them personally. Responses from interviews of Pacific students will be compared to Fowler's Stages of Faith and the work of Parks, Chickering and other's conclusions made regarding how students and people across generations and cultures develop a sense of meaning and purpose.

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McLaughlin, Terence Henry. "Parental rights in religious upbringing and religious education within a liberal perspective". Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10018556/.

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This thesis engages in a critical examination of parents' rights in religious upbringing and religious education within a liberal perspective. One of the central features of a 'liberal perspective' is taken here to be a commitment to the importance of valuing and developing the autonomy of the child. This commitment has important implications for the defensibility of both religious upbringing and religious education, and for the scope of parental rights that can be exercised in relation to them. In the first three chapters it is argued that, given this perspective, parents have a right to give their children a certain kind of religious upbringing; one where their children are brought up to have an initial determinate religious commitment, but one which is both open to, and compatible with, the child's eventual achievement of autonomy. This view is defended against a range of objections and the character of such an upbringing is explored in some detail. In the next four chapters it is argued that, following on from this claim about religious upbringing, a broadly similar claim can be made about religious education and schooling. Parents are seen as having the right to give their children a distinctive kind of liberal education, including a form of religious schooling, which seeks the development of their child's autonomy from a particular starting point. The argument proceeds from an analysis of parents' rights in general concerning education, through a critical exploration of the notion of liberal education, to an outline of the concept of the `liberal religious school' and an analysis of the difficulties to which it gives rise. The thesis concludes with an exploration of further considerations which support the view that a plurality of forms of liberal education, including education in religion, should be acknowledged, in relation to which parental rights can legitimately be claimed and exercised.

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Daniel, Faxe, e Flodfält Axel. "Mångkultur i den svenska skolan Hur kan vi utnyttja dess styrkor?" Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30160.

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9

Mote, Olivia K. "Lebanon’s “Social Mosaic”: The (Re)Making of Identities and the Impact of Liberal Education (A Preliminary Study)". Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1313703729.

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10

Baker, Joseph O., Kelli K. Smith e Yasmin A. Stoss. "Theism, Secularism, and Sexual Education in the United States". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/491.

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Substantial bodies of literature have examined public opinion about sexual education, the politicization of sexual education in public schools, and connections between population characteristics and social policies. At present, however, little is known about whether and how population characteristics predict the likelihood of specific sexual education policies. We analyze data at the state level in the USA to determine if and how specific religious aspects of states’ populations influence the likelihood of specific sexual education policies. Results indicate that high levels of theism significantly increase the likelihood of sexual education policies stressing abstinence, while higher levels of individuals not actively participating in organized religion correlate with a significantly higher likelihood of having sexual education policy that mandates the coverage of contraception. We discuss these findings in a framework of symbolic politics and moral communities, focusing on the intersections of religion, politics, and sexuality.

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11

Andersson, Helena. "Livsåskådning : Ett sätt att se på livet". Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-67009.

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Syftet med studien var att beskriva hur lärare tolkar informationen i läroplanen angå- ende begreppet livsåskådning, samt hur de planerar och genomför undervisning kring begreppet. Begreppet livsåskådning beskrivs som grundupplevelser om människans världsbild. Människor kan ha olika upplevelser i religiös och icke-religiös mening. Människors syn på tillvaron och världen, kan utgöra en livsåskådning. Begreppet livs- åskådning inkluderar många frågeställningar kring varför vi finns, hur människan är, vad samhället står för, och tron på högre makter. Från forskning från 70-talet visar in- ternationell forskning att det inte finns någon motsvarighet till begreppet, dock används ordet ”worldview”. Lpo94 beskriver hur skolan aktivt ska främja alla människors lika värde. I Lgr11 beskrivs hur människans sätt att se på livet har förändrats och utvecklats ständigt. Religion och livsåskådning är centrala begrepp inom religionskunskap då de är viktiga för den mänskliga kulturen. I dagens samhälle lever vi i mångfald och ökad kunskap ger oss förståelse för varandra. Skolan ska genom religionsundervisning upp- märksamma hur människor inom religiösa traditioner lever och hur människor uttrycker sin tro och sin religion på olika sätt. Lgr11 beskriver hur eleverna ska få möjlighet att utveckla och reflektera över sina egna livsfrågor, identitet och förhållningssätt. I undervisningen diskuteras vad som kan påverka elevernas förståelse för religion och livsåskådning. Det finns negativa aspekter med att läraren bestämmer vad undervis- ningen handlar om då läraren själv har en åskådning och en tolkning som läraren anser vara viktig. Detta skulle kunna leda till att eleverna själva inte får utrymme att utveckla sin livsåskådning. För att göra en koppling mellan livsåskådning och didaktik beskrivs hur eleverna ska få utrymme att skapa ett eget val gällande olika livsåskådningar. Undervisningen i religion ska ge eleverna kunskap om olika åskådningar. Eleverna får framförallt kunskap kring världsreligionerna och en snabb genomgång gällande livså- skådningar. Alla människor har en livsåskådning och undervisningen ska ge eleverna möjlighet oavsett om de är religiösa eller inte. Icke-religiösa livsåskådningar utgör en del av religionsämnet även olika former av riter och kulturer ingår. Studien bygger på en kvalitativ design, vilket innebär målsättningen att skaffa en djupare förståelse. Denna undersökning baseras på intervjuer med tre lärare för grundskolan, 4-6, som undervisar i religionskunskap. Informanterna arbetar på en skola i Mellansverige. Intervjuerna genomförs som semistrukturerade, ljudinspelade intervjuer, med öppna följdfrågor. Efter intervjun transkriberades materialet omgående av författaren. Texten lästes ett flertal gånger i sin helhet, för att finna likheter och skillnader i lärarnas beskriv- ning av begreppet livsåskådning. Resultatet delas in i kategorier som sammanbinder in- tervjufrågorna och dess svar. Fyra kategorier framkom: Begreppet livsåskådning, Lärar- nas beskrivning av begreppet livsåskådning i läroplanerna och Lärarnas tolkning av läro- planen, samt planering och genomförande av sin undervisning gällande livsåskådning. Inom kategorin Lärares tolkning av läroplanen, samt planering och genomförande av sin undervisning gällande livsåskådning är indelad i fem underkategorier enligt: Tolkning, Planering, Genomförandet, Lärarnas beskrivning av eleverna och Lärarlaget. Resultatet visade att informanterna inte hade kännedom om begreppet livsåskådning och inte heller hade tid att undervisa om begreppet inom religionsämnet. Studien visade också att lärarna ansåg det svårt att diskutera med elever gällande deras livsåskådning då det uppfattas som känsligt.
The purpose of the study was to describe how teachers interpret information in curriculum about the term worldview, and how they plan and perform education. The term worldview describes as a ground experience about humans’ worldviews. Humans can have different experiences in religious and non-religious meaning. Humans view on existence and the world, could be from a worldview. The term worldview includes many questions about why we exist, how humans are, what society stands for and the belief in “higher power”. International research from the 70th showed that there is not an equivalent term for the word “livsåskådning” (worldview). In the curriculum Lpo94, describes how education active can promote humans equal value. In the curriculum Lgr11 describes how humans view on life had changed and still is. Religion and worldview is central terms in education of religion, because they are important for the human culture. In society of today we live in diversity and with increased knowledge we understand each other better. In education in religion will pay attention to how human in religious traditions lives and express their beliefs in different ways. In curriculum Lgr11 describes how the pupils should have abil- ity to develop and reflect over their questions of life, identity and approach. In education are discussions about what may affect pupils understanding to religion and their worldview. There is negative aspects with teachers decisions about content in edu- cation when teachers themselves have an own worldview and interpretation that they think are important. This could lead to that the pupils not have ability to develop their own worldview. The connection between worldview and didactics shows how pupils should be given space to create their own choice between different worldviews. Education in religion should provide pupils knowledge about different worldviews. The pupils are often given knowledge about world religions and a fast review about worldviews. Non-religious worldviews constitute a part of the subject of religion in different forms of rituals and culture. The study is built on a qualitative design, which means to develop deeper understanding of the subject. This study is based on interviews with three teachers in elementary school, 4-6, who teaches religion. The interviews was performed with semi- structured, audio recording interviews with opened supplementary. After the interviews the material was transcribed directly by the author. The text was read several times to find similarities and differences in the teacher’s description of the term worldview. The result are divided in categories that connect the interview questions. Four categories showed: The term worldview, Teachers description of the term worldview in the curriculum and Teachers interpretation of the curriculum and also planning and implementing of their education current worldview. In the category teacher’s interpretation of the curriculum and also planning and implementing of their education current worldview are divided into five subcategories: interpretation, implementing and teacher’s description of the pupils and teachers team. The result showed that informants did not have awareness about the term worldview and did not have time to educate about the term in the subject religion. The study also showed that the teachers thought it were difficult to discuss the term with the pupils their worldview though it could perceive as sensitivity.

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Vale, Rosângela Martins. "Representação social sobre fé e razão no espaço público educacional, na cidade de João Pessoa". Universidade Federal da Paraíba, 2015. http://tede.biblioteca.ufpb.br:8080/handle/tede/7902.

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This study in Religion Studies points out religion and philosophy as a knowledge possibility of social representation on faith and reason. In this perspective, it was studied the social representations that rise in the public educational space, of the relation of faith and reason in the dynamics of knowledge construction through pedagogical practices of teachers / learners. In order to do that, we approach the social-cultural, historical and philosophical dialogue based on Paul Tillich (1886 – 1965), whose critical-reflexive view is of extreme importance, René Descartes (1596 – 1650) with the Discourse of Method and Meditations, highlighting the importance of method for the scientific knowledge, and Emmanuel Kant (1724 – 1804) with the works Critique of Pure Reason and Religion in the Limits of Simple Reason, once they relate to the concepts investigated and contribute in this dialogue in a position which avoids dogmatism and fanaticism. The final reflections describe the study of social representations as fruitful for understanding the relation faith/reason, Religion/Science between the subject thought and the social production context in the public school spaces, in view of that he social construction in the heterogenic space rise from the subjective, intersubjective and transubjective spheres. In this sense, from the conception of the integral human being while a spiritual and biopsychosocial being who experiences and expresses his/her faith or his/her spirituality in the total experience of his/her life, we propose that the religions, with their faiths representations and religion practices be understood in the context of social productions of public school spaces, in the transdisciplinary of integral education, in order to educate the human being for living and coexist with each other in their diversity.
Este estudo, nas Ciências das Religiões, destaca a religião e a filosofia como possibilidade de conhecimento das representações sociais sobre fé e razão. Nesta perspectiva, estudamos as representações sociais que surgem no espaço público educacional, da relação fé e razão na dinâmica da construção do conhecimento através das práticas pedagógicas dos ensinantes / aprendentes. Para isso, abordamos o diálogo filosófico, histórico e sociocultural, fundamentado nos teóricos Paul Tillich (1886 – 1965), cuja visão crítico-reflexiva é de extrema importância, René Descartes (1596 – 1650) com o Discurso do Método e Meditações, destacando a importância do método para o conhecimento científico e Emmanuel Kant (1724 – 1804) com as obras Crítica da Razão Pura e A Religião nos Limites da Simples Razão, uma vez que se relacionam com os conceitos investigados e contribui nesse diálogo numa posição que evita o dogmatismo e o fanatismo. As reflexões finais descrevem o estudo das representações sociais como frutífero para compreender as relações de fé/razão, Religião/Ciência entre o pensamento do sujeito e o contexto de produção social dos espaços públicos escolares, tendo em vista que a construção social neste espaço heterogêneo surge das interações nas esferas subjetiva, intersubjetiva e transubjetiva. Neste sentido, a partir da concepção do ser humano integral enquanto ser biopsicossocial e espiritual que vivencia e expressa sua fé ou sua espiritualidade na experiência total de sua vida, propomos que as religiões, com suas representações de fé e práticas religiosas, sejam compreendidas nos contextos de produções sociais dos espaços públicos escolares, na transdisciplinaridade da educação integral, com o objetivo de educar o ser humano para viver e conviver com o outro na sua diversidade.

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Baker, Joseph O., e Andrew L. Whitehead. "Gendering (Non)Religion: Politics, Education, and Gender Gaps in Secularity in the United States". Digital Commons @ East Tennessee State University, 2016. https://doi.org/10.1093/sf/sov119.

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Gender gaps in religiosity among Western populations, such that women are more religious than men, are well documented. Previous explanations for these differences range from biological predispositions of risk aversion to patriarchal gender socialization, but all largely overlook the intersection of social statuses. Drawing on theories of intersectionality, we contribute to the cultural and empirical analysis of gender gaps in religiosity by documenting an interactive effect between gender, education, and political views for predicting religious nonaffiliation and infrequent attendance at religious services among Americans. For highly educated political liberals, gender gaps effectively disappear, such that men and women are almost equally likely to be secular (or religious). The results have implications for the long-standing disputes about the gendered “nature” of religiosity and highlight the importance of multiple intersecting statuses and modalities in shaping aggregate patterns of religiosity and secularity.

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Al-Saud, Reem. "Female religious authority in Muslim societies : the case of the Da'iyat in Jeddah". Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:cf61954d-93ef-46c2-a1ca-3e38e12bd9ec.

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The purpose of this dissertation was to explore how uninstitutionalised female preachers, or dā'iyāt, in Jeddah, Saudi Arabia construct authority in a context in which male ulama dominate the production of religious knowledge and represent the apex of the religious and social hierarchy. The study was broad, descriptive, and explanatory and drew primarily on the framework known as ‘accountable ethnography’. Data collection occurred between June and December 2009 and consisted of observations, interviews, and collection of literary artefacts, which were reviewed alongside literature published internationally. A flexible mode of inquiry was employed, partly in response to constraints on public religious discourse imposed in Saudi Arabia after September 11, 2001. The study concludes that the dā'iyāt construct authority predominantly by relying on male ulama as marji'iyya diniyya (religious frame of reference) when issuing fatwas, as pedagogical models, as sources of charismatic inspiration, and as providers of personal recommendations. The dissertation also addresses a set of 'alternate' strategies of authority construction employed by Dr Fāṭima Nasiīf. Almost uniquely, this dā'iyā is found to construct authority that goes beyond reproduction of institutionalised views by developing scholarly arguments to support interpretations of Islamic texts that are responsive to women’s perspectives and needs. In doing so, she expands the parameters of religiously permissible practice while remaining, for her part, within the confines of orthodox practice. Thus, although her society and most researchers perceive knowledge as a masculine attribute in the Saudi religious sphere, in matters relating to women, as well as through active leadership in ritual practice, Dr Fāṭima demonstrates that the dā'iyā can become the authority. Nevertheless, for her and for the other dā'iyāt, the study finds that legitimatising female religious authority depends upon maintaining the established social order, including the hierarchy that places women in a subordinate position to men.

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Thao, Jai. "Relationships Between Religious Involvement, Stress, Depression, and Academic Performance of Graduate Students in Education". Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3701.

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Religion plays an important role in many cultures. Prior studies have demonstrated that religious involvement is associated with greater psychological well-being for college students. Prior research suggests that religiously involved college students have lower levels of depression, stress, and anxiety, as well as higher academic performance. The primary purpose of this study was to examine potential direct and indirect effects of religious involvement on depression and academic performance of graduate students in education, by testing models involving stress and depression as potential mediators. Multiple regression statistical analyses examined relationships between the level of religious involvement and the psychological status of graduate students using responses to the Belief into Action Scale (BIAC; Koenig et al., 2015; a measure of religious involvement), the Depression, Anxiety, and Stress Scale (DASS-21; Lovibond & Lovibond, 1995) and a demographic survey. Hypothesized pathways linking religious involvement with depression and academic achievement were not supported. Based on the regression results, there was insufficient evidence to suggest religious involvement had direct or indirect effects on depression (through stress) or on academic performance (through stress and/or depression). Neither stress nor depression were found to be indirect pathways through which religious involvement might impact depression or academic achievement. While not the main focus of the study, the study did find a positive and statistically significant relationship between stress and depression. Based on independent-samples t-tests, females were found to report being more religiously involved than males, on average, whereas males reported being more depressed than females, on average. Gender was associated with religious affiliation, based on a chi-squared test of association. In contrast to nearly half (49%) of the males indicating they were unaffiliated, just 21% of the females reported not having a religious affiliation. However, no gender differences were found in regard to stress, anxiety, nor graduate academic performance (GPA). Limitations of the study and suggestions for further research are offered in light of there being insufficient evidence to support the hypothesized mediational models. Still, the findings do suggest some recommendations for practice. In particular, the study found that male graduate students, as compared with females, in the field of education experience higher levels of depression. This finding has implications for college counseling centers and faculty in schools of education who work with male graduate students. Faculty should be made aware of this difference, watch for signs of depressive symptoms, and know appropriate procedures for encouraging graduate students in education to avail themselves of resources provided on campus not only for undergraduates, but for graduate students, as well.

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Jabbari, Fatma. "The Discursive Production of Citizenship, Social Identity, and Religious Discrimination:The Case of Tunisia". Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1524332005234282.

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Stovall, Juliett Viola. "A study of the perception of elementary, middle, and high school principals on school social work consultation, collaboration and program development". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2008. http://digitalcommons.auctr.edu/dissertations/AAIDP14675.

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This study examines the perception of K-12 principals about school social work consultation, collaboration and program development in a large urban school district in Georgia. The primary survey participants consist of one hundred eight K-12 school principals selected using non-probability sampling. Twenty seven school social workers in the same school district also selected by convenience sampling responded to the survey questionnaire which is designed using a four point Likert scale. The fmdings of the study indicate that responding principals and school social workers perceive consultation, collaboration and program development as expected activities. Responding principals also perceive that it is the responsibility of the principal to ensure that these activities occur. A greater percentage of principals in schools with special education and/or homeless enrollments expect consultation with the school social worker. Principals in schools with special education and homeless enrollments are more likely to 1 include the school social worker as an integral partner in school leadership and decision making than principals in schools with Title I or English to Speakers of Other Languages (ESOL) student enrollments.

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Andersson, Ingela. "Att förebygga och motverka främlingsfientlighet och rasism genom religionskunskapen". Thesis, Kristianstad University College, Department of Teacher Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-5928.

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Syftet med studien var att undersöka vilken innebörd lärarna i religionskunskap i grundskolans senare år lägger i begreppen främlingsfientlighet och rasism samt vilken roll dessa lärare uppfattar att religionskunskapsämnet har när det gäller att förebygga och motverka främlingsfientlighet och rasism hos eleverna. Vidare syftade studien till att undersöka hur och i vilken utsträckning dessa religionskunskapslärare uppfattar att de i sin undervisning arbetar för att hos eleverna förebygga och motverka rasism och främlingsfientlighet. Undersökningen är kvalitativ och utgörs av fem semistrukturerade intervjuer med religionslärare i grundskolans senare år. Forskningsbakgrunden redogör för hur begreppen främlingsfientlighet och rasism debatteras i den allmänna och akademiska debatten samt för skolans och religionskunskapsämnets uppdrag vad gäller att förebygga och motverka detta. Därutöver belyses didaktiska tillämpningar för hur man i undervisningen kan arbeta mot rasism och främlingsfientlighet. Resultatet tyder på att främlingsfientlighet uppfattas av religionslärarna som en rädsla för det som anses vara annorlunda oss själva och rasism som en hierarkisk indelning av folkgrupper i olika raser. Vidare visar resultatet att lärarna anser att religionskunskapsämnet har en viktig roll vad gäller att förebygga och motverka främlingsfientlighet och rasism, men att ämnet inte har ett mer specifikt uppdrag och ansvar än övriga skolämnen. Att öka elevernas kunskaper och förståelse samt främja en stabil grund hos eleverna ser lärarna som religionskunskapsämnets roll. De strategier som religionslärarna uppger att de tillämpar för att förebygga och motverka främlingsfientlighet och rasism är framför allt diskussion med eleverna, men även att i undervisningen utgå från ett aktuellt problem, tydliggöra likheter mellan olika kulturer och religioner samt att läraren visar sig vara en god förebild för eleverna. Slutligen uppvisar resultatet att lärarna inte planerar sin religionsundervisning med syfte att förebygga och motverka främlingsfientlighet och rasism, men att de flesta lärarna ändå anser att de arbetar med detta i stor utsträckning då det genomsyrar all undervisning de bedriver.

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Byrge, Treasure L. "Sex Education, Religious Commitment and the Role of Parental Communication in Developing Intimacy Attitudes in Young Adults". Walsh University Honors Theses / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=walshhonors1555634597059955.

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Faxe, Daniel, e Nicolaj Josefsson. "Att undervisa om religion och vetenskap : En inblick i lärares didaktiska val i den svenska gymnasieskolan". Thesis, Malmö universitet, Malmö högskola, Institutionen för samhälle, kultur och identitet (SKI), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43914.

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This study aims to examine how teachers in upper secondary non-compulsory schools in Sweden, didactically approaches and teach religion with a focus on religion and science as mentioned in the curriculum. Since the Swedish school education system is non-confessional, a further aim is to explore how this affects the teachers' teaching and didactic for the subject of religion. The result is based on findings from interviews with eight upper secondary school teachers. The teachers are employed in different regions in Sweden with teaching experience ranging from two to twenty years. The interviews were conducted using digital communications programs, such as Zoom and Google meet, these interviews followed a semi-structured approach allowing the respondent to freely express themselves. The applied theoretical and analytical framework is social constructivism. According to the findings, teachers agree that Swedish society is influenced by a secularistic world view, which through students is expressed by a lack of understanding of religion. The didactic approaches vary from teacher to teacher, however, they highly value the non-confessional education system and the opportunities of unbiased education it provides.

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Sams-Iheme, Mira. "The psychological aspects of battered African-American women". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1996. http://digitalcommons.auctr.edu/dissertations/AAIEP15793.

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There is sparse research on the battering phenomena as it relates to African-American women. Therefore, this study was undertaken in order to determine whether a relationship existed between battering, depression and low levels of self-esteem in African-American women. Another purpose of this study was to obtain a profile of demographic characteristics of these battered African-American women. The study was conducted in two battered women shelters located in metropolitan Atlanta, Georgia. The actual site locations were in Fulton and DeKalb counties. A quasi-experimental design was used. The non-random sample consisted of 53 African-American women who resided in the battered women shelters during the research period. The Beck Depression Inventory, the Coopersmith Self-Esteem Inventory and the Questionnaire for Battered African- American women were administered. l Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Statistical procedures that were used to analyze the data from this study were frequency analysis and the Pearson R. The results indicated that there was a relationship between battering and depression in African- American women. There were also variations in the demographic data of these women. Limitations of this research and implications for counselors are included. Recommendations for future research conclude this work.

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Schmidt, Bonnie. "Core professional nursing values as experienced by baccalaureate nursing students who are men". Diss., NSUWorks, 2014. https://nsuworks.nova.edu/hpd_con_stuetd/12.

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Experts have called for greater diversity in the nursing workforce; however, men remain underrepresented in the nursing profession. The presence of cultural dissonance among male nursing students has been documented in prior research but little is known about their values that are culturally influenced. The purpose of this study was to understand and interpret the meaning of core professional nursing values to male baccalaureate nursing students. The research question was: what is the meaning of core professional nursing values to nursing students who are men. The study setting was an undergraduate baccalaureate school of nursing in the Midwest. Using a purposive, convenience sampling method and van Manen's interpretive phenomenological method, ten semistructured interviews were conducted with nine participants. Documents and images were also analyzed. Data analysis followed the hermeneutic process. The overarching theme of this study was caring, illustrated by the metaphor of a puzzle. In the first theme, entering program with pieces of the puzzle of caring, participants' personal values aligned with those of the nursing profession and professional values began to form before the nursing education experience. The second theme, finding more pieces of caring, included subthemes of disconnect and change in professional nursing values during the nursing program. Caring as patient-centered relationships (theme three) involved patient interactions, honesty, teamwork, respect and dignity, and privacy/confidentiality. A fourth theme of caring as helping was described in subthemes of altruism, empathy/compassion, advocacy, and competency and safety. Solving the puzzle of caring was theme five, as participants described learning through clinical experiences, both recognizing values and failing to see them demonstrated in nursing practice. Implications for nurse educators include values clarification and development, experiential teaching strategies, cultural sensitivity, teamwork, and conflict management. Inclusive workplace environments, where nursing and organizational practices reflect professional values, may enhance nurse satisfaction, recruitment, retention, and patient care. Further research is needed; strategies to enhance professional values development and core professional nursing values in different cultures warrant further study. Theories of nursing values that are culturally appropriate could be developed and tested. Implications for public policy include academic-practice partnerships, inclusive admission and hiring practices that promote diversity, and identification of common values in the profession.

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Stääv, Martin. "Religionsundervisning i grundsärskolan". Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27825.

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I Läroplan för grundsärskolan 2011 har stor förändring skett i förhållande till föregående kursplaner som innehåller religionskunskap. Från att fokus till stor del enbart kretsat kring livsfrågor har studier kring specifika religioner återigen tagit plats i styrdokumenten. Denna studie undersöker hur man inom grundsärskolan arbetar med religionsundervisning, och i hur stor utsträckning eleverna har möjlighet att ta till sig den. Undersökningen har utförts med hjälp av kvalitativ data i form av intervjuer och vägs emot Edwin Cox krav på förmågor som förutsätter religionsstudier. Studien visar på att religionsstudier behöver konkretiseras för att möta de behov elever i grundsärskolan har. Förslag ges hur religionsundervisning i grundsärskolan kan utvecklas och slutligen efterfrågas ett mer utförligt underlag till kursplanerna i Lgr 11.
The 2011 Swedish curriculum for special education (Lgr 11) has undergone major changes in comparison to its predecessor regarding the course syllabuses that include religious studies. Focus has shifted from questions of life and existential questions to a more mixed subject matter that also include studies on the subject of specific religions. This study examine how religious education is handled within special education, and in what capacity the students have the ability to take in religious education. The study has been performed using qualitative data derived from interviews, and is weighed against Edwin Cox´s classification of which “senses” that are demanded for religious studies. The study shows that religious studies have to be tangible to meet the needs that pupils within special education-schools has. Suggestions are given on how religious studies within special education can evolve, and as a final note a request is made regarding a more extensive commentary for the syllabuses in Lgr 11.

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Watkins, Tawanda M. "Will "Hallelujah" Help Me? Exploring the Relationship Between Spirituality and Emotional Intelligence Among Black Women in Higher Education". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2019. http://digitalcommons.auctr.edu/cauetds/176.

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This research examined the relationship between spirituality and emotional intelligence among Black women in higher education. The hypotheses state that spirituality has a positive effect on emotional intelligence.Twenty-nine questions were administered to 110 participants of various demographics. The survey was used to gather data and examined three areas: level of spirituality, level of emotional intelligence, and academic satisfaction. A specific conclusion drawn from the findings suggest that Black women who identify as spiritual and frequently participate in spiritual activities will also have high emotional intelligence.

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Rookstool, William. "The Interrelationships of Socialization, Integration, and Spirituality Among Students at a Historically Black College". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5121.

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Higher education has not been successfully producing students with positive self-identities and an integrated sense of self with the world. Little research shows how the relationships among socialization, integration, and spirituality can address the problem of cognitive dissonance. The research question for this study examined interrelationships among socialization, integration, and spirituality at a small, historically black, Christian college located in the mid-South? This quantitative, exploratory study utilized Durkheim's integration theory and Blau's theory of structuralism as the theoretical base. Survey data were gathered through a survey developed from Astin's, Reeley's, and Ross & Straus's survey instruments to help create a conceptual model of the relationship among the 3 main variables. Survey data (n = 306) were analyzed through Spearman rho coefficients and chi-squared tests. Categorical analyses revealed relationships among levels of the 3 main variables. Findings include 2 main types of spirituality, that integration is correlated with higher levels of spirituality, that socialization is correlated with lower levels of spirituality, and that oversocialized students, without high levels of integration, had lower spirituality levels, indicating that socialization is a primary facilitator in with the process of integration. The findings may be used to promote positive social change through more clearly seeing the pivotal roles of integration and spirituality in the lives of college students. For students who do not experience spiritual integration in their lives, educators are better able to equip students to live lives that are more spiritual and enjoy a better quality of life.

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Okpara, Theophilus T. "Religious Beliefs and Counseling Ethical Guidelines: Challenges for Catholic Counselors". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3910.

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The Catholic Church tenets are in dissonance with American Counseling Association (ACA) ethical guidelines regarding same-sex sexual orientation. While homosexuality was removed from the Diagnostic and Statistical Manual II as a disorder, the Catholic Church upholds same-sex sexual acts as grave depravity and disordered. Catholic counselors may face the dilemma of adhering to their religious tenets or their professional guidelines in working with gay men and lesbian women clients. Previous research has indicated that values conflicts between religious beliefs and ACA Ethical Codes on same-sex sexual orientation have resulted in legal issues due to counselors refusing therapeutic relationships or providing substandard therapy to gay men and lesbian women clients. An extensive literature review revealed no studies that exclusively focused on the disconnect between the Catholic Church's tenets and the ACA Ethical Codes. The purpose of this phenomenological study was to explore the experience of values conflicts of Catholic counselors while working with gay men and lesbian women clients. Interpretative phenomenological analysis guided the analysis of data collected from interviews with 9 Catholic counselor participants. Six major themes emerged from the analysis: challenges, comfortable, identification with Catholic faith, personal view of Catholic position, referral, and multicultural training. The study provides insight to counselor educators and supervisors in improving multicultural competence of counselors and students. The study is an important contribution to the existing literature and would enhance social change initiatives through support and acceptance of gay men and lesbian women, which the counseling profession advocates.

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Crock, Rosemary J. "Abortion decision-making attitudes of adolescents attending Roman Catholic schools". Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/379.

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Lane, Marcie Lorin. "Securing supplemental revenue in private elementary school: A case study of one Jewish community day school". Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/110.

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Private schools often face a gap between their tuition income and the cost of the educational program. Private school administrators, tasked with balancing the school budget, seek to fill this gap through the acquisition of supplemental revenue. Private school administrators have often reported feeling unprepared for the unique responsibilities of the position. In addition, both individual and organizational donors have been noted to assert influence on educational programs. This study adds to the literature specific to supplemental revenue practices for elementary private schools and was influenced by the field of social entrepreneurship. A qualitative case study approach was used. Through purposeful sampling, a private school site was selected in California with fewer than 200 elementary students, evidence of successful fundraising, and tuition under $10,000. The chosen site was a Jewish community day school operating a program for infants through sixth graders. It was the only Jewish school in the county and adjacent areas. Data was collected from ten participant interviews, multiple documents, the school website, and observations. Data components were coded for themes, and a constant comparative method of analysis was applied. The data revealed five themes: (a) systems, (b) purposes of fundraising, (c) constraints on supplemental revenue, (d) operational concerns, and (e) relationships. Thirteen conclusions were drawn from the study. Unanticipated elements included a culture of student fundraising for charity, the coexistence of separate fundraising arms within the school, restrictions religion brought to supplemental revenue efforts, the role tuition discounts played in creating the schools price-cost gap, and differences in donor motivation behind monument building and annual operational support. Recommendations were made for both practitioners and researchers, including the illustration of applying social entrepreneurship to private schools.

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Okafor, Hyacinth C. "Perceptions of Loss and Grief Experiences within Religious Burial and Funeral". ScholarWorks@UNO, 2013. http://scholarworks.uno.edu/td/1657.

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Abstract The purpose of this phenomenological study was to explore perceptions of loss and grief experiences within religious rites and rituals vis-à-vis the context of counseling. Literature indicated the need for a better understanding of grief and loss experiences from bereaved individuals’ perspectives and the context within which loss and grief experiences occur (Dillenburger & Keenan, 2005; Stroebe, Hansson, Schut, & Stroebe, 2008). Participants for this study included 10 purposefully selected Catholic members from two Catholic Church parishes in Nigeria, Africa. All participants had experienced loss and grief, had participated in Catholic burial and funeral rites and rituals, and were 21 years or older. The main research question was: How do bereaved individuals perceive their grief experiences within the context of Catholic burial and funeral rites and rituals? Data collected to answer the research questions consisted of observations, semi-structured interviews, and documents. A cross-analysis approach was used that identified 63 themes, which were collapsed into 11 major themes. depicted in three areas; bereaved participants’ grief experiences, bereaved participants’ experiences of rites and rituals, and implications for counseling. The findings of this study indicated that loss of a relationship was a dominant preoccupation in grief and grieving process. Additional themes reflected by bereaved individuals’ grief and grieving experiences were; time and nature of death, religious rites and rituals, family and community support, family frictions, financial stressors, positive memories, belief system, finding meaning, ongoing traumatization, and counseling. Overall, the conclusion from this study was that three areas conceptualize loss and grief experiences: bereaved participants’ grief experiences, bereaved participants’ experiences of rites and rituals, and implications for counseling.

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Rivera-Hernandez, Maricruz. "Self-Management, Social Support, Religiosity and Self-Rated Health Among Older Mexicans Diagnosed with Diabetes". Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1366390281.

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Sokoli, Arlinda, e Per Edén. "Värdegrundsarbetet, hur ska vi göra? : Hur väl förberedda är religionslärarstudenter på Malmö Universitet för arbetet med värdegrunden?" Thesis, Malmö universitet, Malmö högskola, Institutionen för samhälle, kultur och identitet (SKI), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-44045.

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Denna studie ämnar undersöka huruvida lärarstudenter samt nyligen examinerade lärare inom ämnet religionskunskap upplever att ämneslärarutbildningen mot grundskolans senare år samt gymnasieskolan förberett dem för att arbeta med skolans värdegrund. Studien berör vilka pedagogiska verktyg lärarstudenter anser att lärarutbildningen förser dem med samt hur dessa lärarstudenter och nyexaminerade lärare upplever att de kan arbeta med värdegrundsfrågor i sin undervisning. Studien är utförd med hjälp av semistrukturerade kvalitativa intervjuer av lärarstudenter samt lärare som tog examen i januari 2021 via det digitala hjälpmedlet Zoom. Eftersom studiens avsikt är att undersöka deltagarnas upplevelser av lärarutbildningen så utgår detta examensarbete utifrån en fenomenologisk vetenskapsteori. Resultatet visar att majoriteten av deltagarna anser att de inte blivit försedda med adekvata verktyg för att kunna arbeta med värdegrunden. Deltagarna anser att det saknas konkreta verklighetsförankrade och handfasta exempel gällande arbetet med värdegrunden.

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Lewis, James R. "SPIRITUAL FITNESS AND RESILIENCE FORMATION THROUGH ARMY CHAPLAINS AND RELIGIOUS SUPPORT". Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1447863288.

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Andersson, Anna-Sara. "Jaget, miget och instaflödet : En kvalitativ studie om hur sociala medier kan verka som ett identitetsfrämjande verktyg i undervisningen om identitet och livsfrågor i religionskunskap för årskurs 4-6". Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49899.

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Sociala medier har på flera sätt förändrat vårt sätt att umgås med varandra. Barn och ungdomar är idag stora konsumenter av sociala medier och detta har med stor sannolikhet påverkan på deras identitet och självbild. Syftet med studien är att utifrån Erik Homburger Eriksons psykosociala utvecklingsteori öka kunskap om hur undervisningen kring identitet och livsfrågor kan vara ett identitetsfrämjande element i religionskunskap för årskurs 4–6, och framförallt hur sociala medier kan nyttjas. För att uppfylla syftet har fyra undervisande lärare i religionskunskap intervjuats där de fått delge sina tankar om möjligheten att använda sig av sociala medier i identitetsfrämjande syfte. Studien har en kvalitativ ansats där den hermeneutiska cirkeln har använts som metod för analys av materialet. Resultatet visar att de undervisande lärarna ser både behov och möjligheter med att använda sig av sociala medier i undervisningen, trots att ingen av dem ännu gjort det. Flera tar upp hur olika värderingar och livsåskådningar kan lyftas genom att exempelvis utgå ifrån ett klipp på sociala medier där en person pratar om hur hen ser på identitet och livsfrågor. Det finns generellt sätt en positiv attityd gentemot sociala medier, men några beskriver hur de upplever att ungdomars mående påverkas i en negativ riktning på grund av den stress och press som sociala medier kan innebära. Den största utmaningen som framkommer är att lärarna i fråga inte anser sig ha tillräckligt mycket kunskap om just de medier som eleverna konsumerar eller de förebilder som de följer. Tidsbristen blir således ett återkommande dilemma, då de tycker att de inte har tillräckligt mycket tid vid sidan av lektionerna för att sätta sig in i detta. Avslutningsvis kan det konstateras att det finns behov av fortsatt forskning inom ämnet.
Social media has in many ways changed how we socially interact with each other. The youth of today are big consumers of social media, and this might have great impact upon their identity and self-image. The aim of this study is to increase knowledge of how social media can be used in identity and existential questions in religious education in grades 4–6 to promote their identity development. It is based on Erik Homburger Erikson’s psychological development theory. To fulfil the purpose, interviews were conducted with four religious education teachers where they discuss the possibility to use social media in order to promote their students´ identity development. The study has a qualitative approach and the hermeneutic circle has been used as method for analysing the material. The result shows that the teachers acknowledge the need and potential to use social media in their teaching, even though none of them has done so yet. Some of them talk about how different values and conceptions of life can be brought up for example by watching a clip where a youtuber or influencer talks about what he or she thinks about identity and existential questions. There is generally a positive attitude towards social media. However, some of the teachers describe how they see that the students are affected in a negative way due to stress and pressure from being constantly connected with others through the phone. The greatest challenge that emerges is that the teachers do not consider themselves to have enough knowledge about the media that the students are consuming or about the role models they follow. Lack of time is a recurring dilemma, since they do not think they have enough time for anything else but planning their classes. Finally, it is possible to establish that further research is necessary in this area.

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Ali, Mohammad. "Boyshondhi Shikka is Obligatory for Religious and Medical Reasons: Bangladeshi Imams' perceptions about Adolescent Sexual and Reproductive Health Education: An In-depth Interview Study in Bangladesh". Thesis, Uppsala universitet, Institutionen för kvinnors och barns hälsa, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-352627.

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Aim: The aim of this thesis is to explore Bangladeshi Imams’ perception about adolescent sexual andreproductive health education known in Bangla as Boyshondhi Shikka to shed light on Islamic rulings inthis education. Background: Despite of adolescent sexual and reproductive health (ASRH) education is a religious and cultural taboo in Bangladesh, there was no study investigates Bangladeshi religious leaders’ view on this education. Method: In-depth interviews with eight Bangladeshi Imams. Imams as the religious leaders who lead the Friday special prayer called Jummah and performing religious ritual around health and illness, and providing health-based message. The data were analyzed by qualitative content analysis. Findings: Four themes were made: 1) Boyshondhi Shikka is not Western Education: is a natural andnecessary part of their own religion and society 2) Boyshondhi Shikka is fard (Obligatory) for religion and medical reasons: prevent from sin and diseases, 3) Medically-based Sexual health and family planning education encourage premarital sex and 4) Boyshondhi Shikka is supported by Sharia, but should respect religious modesty. Conclusion: While some Imams stated that Boyshondhi Shikka should conform to their interpretation of Sharia; should stress religious modesty, should be given by religious teachers, separate class for girls and boys, the most important finding of this study was that half of the Imams believed adolescents ’sexual and reproductive health education was obligatory for religious and medical reasons. This finding suggests that some Imams may be willing to help, rather than fight, the building of a basic Boyshondhi Shikka.

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Foster, Hiram S. "Functions of Mentoring as Christian Discipleship". Ohio University Honors Tutorial College / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1402510631.

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Nilsson, Mathilda, e Niclas Woodbride. ""En slöja är som ett iphone-skal, du skyddar det viktigaste du har" : Hur kommer fördomar till uttryck i skolan?" Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-30924.

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Detta examensarbete undersöker hur eventuella fördomar mot Islam och muslimer ser ut och hur dessa hanteras i skolan. Det genomfördes kvalitativa intervjuer med 6 elever och 3 lärare för att finna ett resultat. Studien visar att det förekommer situationer där fördomar spelar en roll i skolan. Den visar också att elever med muslimsk och icke-muslimsk bakgrund har olika tankar om vad dessa fördomar består av. Dessa fördomar ska inte påverka den situation elever befinner sig i skolan men som studien visar så förändrar de undervisningen trots allt. På grund av detta är det viktigt för lärare i alla sorters klasser att inte låta sina egna fördomar skina igenom och arbeta konstant med att försöka motverka de fördomar som resten av samhället enligt oss visar för eleverna. Studien undersöker vilka sätt lärare bäst kan genomföra detta på men också hur media påverkar fördomar och i förlängningen undervisningen.

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Scheidler, Monika. "Interkulturelles Lernen in der Gemeinde : Analysen und Orientierungen zur Katechese unter Bedingungen kultureller Differenz /". Ostfildern : Schwabenverlag, 2002. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=009947516&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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Björck, Emelie. ""...där Adam betyder människa och Eva livgivande eller kvinna" : En genus- och jämställdhetsanalys om hur kvinnor och män framställs i religionerna judendom och islam i religionskunskapsböcker för mellanstadiet". Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34058.

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The purpose of this study is to with a gender perspective examine how often men and women are mentioned and how they are being portrayed in the religions Islam and Judaism in textbooks made for religious studies. To examine this a quantitative and a qualitative content analysis on three textbooks have been made and the following questions have been answered. How often are men and women being mentioned in the chapters about Islam and Judaism? Can the distribution be seen as even/equal between the genders? And how are women and men being portrayed in the chapters? Are they being portrayed and talked about in an equal way? Earlier studies have shown that it’s mostly men that are being mentioned and written about in both religious history and in textbooks made for religious studies. The religious texts are being interpreted by men and also written by and for men. This makes the man a kind of prototype for the religious person while the women have been and partly still is invisible in these contexts. The study concludes that men are being mentioned more often than women in the textbooks, which doesn’t compare with the goals set for a quantitative gender equality. It also concludes that the men are being portrayed as the active religious man while the women is being positioned beside the men, which makes the female religious practice partly invisible. To position the women beside the men is also to give them a subordinate and an outmoded role.

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Ward, Ulrika. "Den mångkulturella skolan och arbetet med värdegrunden : En kvantitativ enkätstudie om lågstadielärares attityd till värdegrunden i samband med mångkulturell undervisning". Thesis, Karlstads universitet, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-80221.

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This study investigates teachers’ attitudes toward value systems in the context of multicultural education. It highlights the importance of a functioning multi-cultural school as well as that of ongoing work with value systems. The aim of the study is to build on the existing body of research that addresses multicul-tural education in relation to schools’ value systems.Two theories have been used for this study; primarily critical multiculturalism and also the frame factor theory (ramfaktorteorin). A survey of 14 questions was conducted and the data collected was analysed quantitatively. The survey was separated into three sections: substantive questions, questions related to didactics in religious education, and questions about teachers’ attitudes toward value systems. Multicultural education was a theme throughout the survey.The study found that most in-service teachers believe that it is important to actively implement multicultural education and that the basis of a successful multicultural school is the incorporation of a working value system.The study concludes that it is crucial that teachers and students are provided with an understanding of what a functioning multicultural school and a multi-cultural society look like. Without this understanding there will continue to be a gap in society that has the potential to manifest itself as an “us and them” mentality. More work around value systems as well as more professional de-velopment for in-service teachers around multicultural education is essential, as the study revealed a lack of understanding and/or disinterest from some in-service teachers.
Denna studie undersöker lärares attityd till värdegrunden i samband med en mångkulturell undervisning. Den belyser även vikten av en fungerande mång-kulturell skola och vikten av ett aktivt värdegrundsarbete. Syftet med studien är att bygga vidare på tidigare forskning som berör mångkulturell utbildning i förhållande till skolans värdegrund.Jag har använt mig av två olika teorier genom undersökning. Den första och huvudsakliga teorin var kritisk mångkultur och den andra var ramfaktorteorin.Som metod har jag använt mig av kvalitativ enkätundersökning i form av 14 frågor. Enkäten var indelad i tre delar, sakfrågor, frågor gällande religionsdi-daktik samt en sista del som innefattade frågor om lärares attityd till värde-grunden. Mångkulturell utbildning var ett genomgående tema genom alla frå-geställningar.Resultatet visar att verksamma lärare till största del tycker det är viktigt att aktivt jobba för en mångkulturell undervisning och att grunden till en lyckad skolform av detta slag tar sitt avstamp i ett väl fungerande värdegrundsarbete.Slutsatsen av undersökningen visar på vikten av att lärare och elever blir till-godosedda kunskap kring hur en fungerande mångkulturell skola och samhälle ser ut. Utan den kunskapen kommer det skapas klyftor mellan samhällets in-vånare i form av vi och dem istället för att bara benämna alla samhällsmedbor-gare som ett inkluderande vi.Vidare implikationer till skolan som verksamhet. Lärare såväl som elever be-höver kunskap kring vad mångkultur innebär och hur ett fungerande mångkul-turellt samhälle ser ut. Detta börjar med ett gediget arbete kring värdegrunden och fortbildning för verksamma lärare inom mångkulturell undervisning. Detta är av stor vikt då det framkom på en del ställen i undersökningen att det före-kommer en del kunskapsbrist och ointresse från verksamma lärare idag.

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Kozlowski, Lisa. "STUDENT CENSORSHIP IN THE SOCIAL WORK CLASSROOMS". CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/459.

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Through the evolution of the field of social work, a divide in its ideologies has emerged and certain political and ideological groups such as the religious and conservatives have become underrepresented. As a result, over the years the liberal philosophies have emerged as the dominant group. This has led to a decrease in diversity within the field. Recognition of biases in the field of social work is difficult. Through a qualitative analysis method, this study was meant to explore if social work students feel they are free to share openly in the classroom, and if they are accepting of all ideologies or are there biases towards any ideologies or beliefs by the students. This study used a qualitative method data collection approach, which consisted of a six-member focus group with a demographics questionnaire. The findings of this research has brought to the surface that there are more liberal ideologies and less moderate or conservative viewpoints being shared in the classrooms because of self-censorship. The potential impact of this study is to increase awareness that there are underrepresented groups within the MSW population, which decreases the diversity in the field of social work.

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Elizarni, FNU. "Gender, Conflict, Peace: The Roles of Feminist Popular Education During and After the Conflict in Aceh, Indonesia". Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1605018870170842.

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Karlsson, Johan. "”Balloon Wars & snapphanarna” : lärdomar av narrativt filmskapande i skolan". Thesis, Högskolan Kristianstad, Sektionen för Lärarutbildning, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-7871.

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Syftet med denna examensuppsats, Balloon Wars & snapphanarna – lärdomar av narrativt filmskapande i skolan, är att undersöka vad och hur eleverna (en årskurs 3-5) som deltog i skapandet av en narrativ, berättande spelfilm om snapphanetiden kan tänkas ha lärt sig av filmprojektet, och vilka tänkbara utvecklingsmöjligheter filmmetoden har i framtiden. Studien förankras i Vygotskijs tankar om den närmaste utvecklingszonen och att barn lär sig bäst tillsammans, i ett socialt samspel. Pedagogiskt drama och utvecklande rollekar är en stomme i uppsatsen, eftersom eleverna var aktiva som barnskådespelare i inspelningsfasen. Metoden faller inom ramen för aktionsforskning. Empirin grundas på frågeformulär som de deltagande eleverna skriftligen och individuellt fick besvara ett år efter att filmen spelats in, samt på kvalitativa intervjuer med elevernas tre mentorer som också var närvarande under filmprojektet. Upplevda lärdomar som framkommer är förbättrad samarbetsförmåga, ökad vi-känsla i storgruppen, stärkt socioemotionell utveckling, kunskaper om filmprocessens faser och en praktisk förståelse för snapphanarnas levnadsvillkor (när eleverna ”levde” som dem). Utvecklingsmöjligheter för filmmetoden handlar om mer tid till förfogande, rätt tekniska resurser på plats, mindre elevgrupper och större delaktighet för eleverna i hela filmprocessen. Det sociokulturella perspektivet kan hjälpa den filmskapande pedagogen att hitta en modell för lämpliga elevgrupper (hur) med mixade förkunskaper, medan den konkurrerande variationsteorin kan hjälpa pedagogen att hitta ett lämpligt lärandeobjekt (vad). Ytterligare en slutsats är att ett filmtema skulle kunna utgå från elevernas spontana rollekar på rasterna.

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Hossain, Makshuda. "Women’s education, religion and fertility in Bangladesh". Thesis, Stockholms universitet, Sociologiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-148750.

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Goings, Carolyn Smith. "Racial Integration in One Cumberland Presbyterian Congregation: Intentionality and Reflection in Small Group". Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1479350273590395.

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Walters-Powell, Robin K. "THE IMPACT OF SOCIAL NETWORKS ON THE COMING-OUT PROCESS FOR LESBIAN, GAY, AND BISEXUAL INDIVIDUALS". University of Findlay / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=findlay147782605132415.

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Leary, Judith A. "Funding Faithful Felons: A Phenomenological Analysis of the Higher Education Transitions of Ex-Offender Scholarship Recipients". Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1435679528.

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47

Edvardsson, Linda. "Religion som ett maktmedel i USA". Thesis, Kristianstad University College, Department of Behavioural Sciences, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-3457.

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Religion som ett maktmedel är en aktuell företeelse i USA, där människor utnyttjas och vilseleds med manipulerande och religiösa guider som gärna visare dem deras väg till det religiösa livet och dess belöningar. Men vägen dit kostar, både människoliv och pengar. I den religiösa maktutövningen påverkas ett helt folkslag, amerikanarna, eftersom de lever i en värld där kapitalism, politik och det sociala blir till ett och influerar alla samhällskikt, till att till slut bli ett särdrag i USA. Syftet är att framställa detta med hjälp av frågeställningen;

hur används religionen som ett maktmedel i USA?

Det kommer att belysas; hur man använder sig av medel som rädsla, tradition, politik, meningssökande med mera för att rekrytera amerikanen till att bli religiös, för att skapa sig en egen förmögenhet eller sitt egna religiösa imperium. Med en tillräckligt god retorisk förmåga och en karismatisk utstrålning kan auktoritära personer i USA påverka och influera - personer, samhället och grupperingar - med hjälp av religionen, för egennyttiga ändamål. Detta är enkelt för kritikern att se, men tyvärr inte för den religiöse amerikanen som lever mitt i det.

Vidare finner man att detta grundas i en inbyggd religiös mentalitet som härleds från gamla tider och att det amerikanska samhället är uppbyggt på detta, vilket sedan kan användas som ett maktmedel. Man kan konstatera att VI och DE fenomenet är en avsevärd och viktig komponent i detta maktspelet och är även amerikanens rädsla, mer eller mindre. Individen vill inte hamna utanför samhället som det socialiserats in i och är därför präglad av detta och kan därmed identifiera sig utefter det. Detta blir således ett tillstånd i vilket amerikanen finner sin trygghet, vilket oftast är en religiös sådan.

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Starnino, Vince. "Religion, spirituality, and social work education : taking the next step". Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32830.

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Despite calls for increased attention to religion and spirituality in social work education and practice, the topic remains a neglected area. This small exploratory study seeks to examine barriers that cause religion and spirituality to continue to be on the periphery in social work education. Involved are six faculty members, teaching a range of social work courses. Insights into some of the controversial issues that arise in the classroom when religion and spirituality are discussed are offered. Findings suggest a lack of uniformity in teaching approaches, indicating that educators may be unclear about how to address the topic.

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Fredriksson, Madelene. "Doktrinen som religion – En undersökning om doktrinens kvalitet". Thesis, Försvarshögskolan, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:fhs:diva-6211.

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There is an ongoing discussion about what purpose doctrines should serve in military organizations. For this reason, it becomes difficult to identify by what standards doctrines should be evaluated. This paper is based on Jan Ångström and Jerker Widén’s theory that suggest that the doctrine should be understood as a religion or in other words - a set of beliefs. Using this constructivist interpretation, one can easier identify criteria of a good doctrine, thus making it easier to evaluate it. Following this understanding, Ångström and Widén have developed a set of quality standards that are used in this survey to measure the quality of the Swedish Military doctrine. A questionnaire was sent out to Swedish officers in order to answer the question of how good the quality of the Swedish doctrine is. By using this quantitative method, the results indicate that the Swedish doctrine fulfils some of these quality standards, while other qualities are not met. To draw more definitive conclusions, further research is needed. Nevertheless, the result of this study indicates that although there are diverse opinions, there are parts of the doctrine that exhibit good quality.
Doktrin, Religion, Kvalitet, Kvalitetstandarder, Ångström, Widén

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Beisswenger, Donald. "Singing Schools in Southcentral Kentucky". TopSCHOLAR®, 1985. https://digitalcommons.wku.edu/theses/2128.

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Singing school teachers, who teach rural church congregations to sing from shape-note gospel songbooks, are still working in southcentral Kentucky, but the demand for them is smaller than it was in the first half of the twentieth century. The interdependence network in which singing school teachers, songbook publishers, and community singing events were key parts began to weaken in the 1940s as a result of the growth in popularity of professional gospel quartet concerts and gospel record albums. Many gospel music enthusiasts who once looked to songbooks as a major source for new material and for developing singing skills turned to albums and concerts in the 1940s. Singing school teachers began to be called on less frequently. The first three chapters of this thesis contain an overview of the gospel singing events, the songbook publishers, and the singing schools. The nature of the relationship between these three gospel music institutions is established. In the fourth chapter, I profile three singing school teachers of southcentral Kentucky. In the conclusion, the development of popular religious music since the early 1800s is summarized and the importance of researching Southern white gospel music as a step toward a greater understanding of Southern music traditions as a whole is examined.

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