Jenny Berglund
Biographic Data
| ID | 3701523 |
|---|---|
| NAME | Jenny Berglund |
| GIVEN NAMES | Jenny |
| FAMILY NAME | Berglund |
| SIGNATURE | BERGLUND J |
| AFFILIATIONS | Södertörn University |
| ORCID | 0000-0002-9865-1869 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 20 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 3 |
Swedish Religion Education in Public Schools—Objective and Neutral or a Marination into Lutheran Protestantism?
This article takes its point of departure in the recommendations by the Council of Europe, and Organization for Security and Co-operation in Europe (OSCE) that recommend that European states should offer education about religions for all school students, regardless of religious or non-religious background. Sweden is one of the countries that provides such education through a compulsory non-denominational religion education (RE) school subject. Th…
Islamic supplementary education as an extra-curricular activity
Sociological studies have shown that teenagers in larger Swedish cities from ‘poor result schools’ participate in extra-curricular activities connected to religion more frequently than others, and that involvement in such religious activities is positive in terms of educational outcomes for pupils from the lower strata of the social hierarchy. These findings raise new questions about supplementary Islamic education, as this is one type of religio…
The teaching of Islam in Scandinavia
Introduction
Qur’anic education and non-confessional RE
This article focuses on the reported experiences of Muslim students that regularly shift between Muslim ‘supplementary education’ (including its traditional confessional focus on learning to read Arabic and then memorise and recite the Qur’an) and mainstream school education (including its ‘inclusive’ form of religious education’). The aim has been to better comprehend how these students make sense of this dual educational experience while negoti…
Islamic Education in Europe
Islamic religious education (IRE) in Europe has become a topic of intense public debate. People are concerned that their state is doing either too little or too much when it comes to shaping the spiritual beliefs of private citizens. State response to the unease has ranged from sponsoring Islamic education in public schools to forgoing such education entirely—with policies varying according to national political culture. On the one hand, the emer…
Religious Education in a Global-Local World
Princely Companion or Object of Offense? The Dog’s Ambiguous Status in Islam
Negative attitudes toward dogs are common in Muslim societies. Thus, in studying both past and present Muslim writings on dogs, a contradictory picture emerges, indicating that Muslim attitudes toward dogs have had their ambiguities. At times the dog has been presented as the lowest, filthiest, and vilest of creatures, and at times the dog appears as a perfect role model, exemplifying qualities like loyalty, devotion, and self-sacrifice. There ar…
Swedish religion education
In this article, I use the experience of a Czech doctoral student to discuss why religion education in Sweden can be understood as both deeply Lutheran and at the same time neutral and objective. In doing this, I look at the present syllabus in religion education, point to some of the changes that have been made in relation to the previous syllabus, and highlight some of the controversies that arose when it was written in 2010. I also put Swedish…
Teachers only stand behind parents and God in the eyes of Muslim pupils
In the course of reviewing a recent quantitative survey of approximately 1300 Swedish youths on subjects like religion and leisure activities, I came across a finding which seemed intriguing to me: some 50% of those identifying themselves as Muslims reported that they confided in their teachers (compared to only 5% of non-Muslims) for help with personal problems. Supplementing this finding with several studies as well as my own interviews, I expl…
Islamic identity and its role in the lives of young Swedish Muslims
Global questions in the classroom
My paper focuses on the formulation of Islamic Religious Education (IRE) at two Swedish Muslim schools where fieldwork was conducted in 2005–2008. Its aim is to contribute knowledge to ways in which IRE is formed as a confessional school subject within the framework and under the jurisdiction of the Swedish school system. Even though the general content of the classrooms was fundamentally the same, specific variations were clearly evident. The pa…
Teaching Islam with music
We can note a varied use and attitudes to song and music in Islam. In the classroom of Sana – a primary school teacher of Islamic religious education (IRE) in a Muslim school in Sweden – music is an important but not uncontested part of IRE. The music not only supports themes discussed in the classroom but also gives variation to the education. A popular feature is when Sana shows music videos of Sami Yusuf, a young Muslim artist in the ‘Eurovisi…
Swedish religion education
In this article, I use the experience of a Czech doctoral student to discuss why religion education in Sweden can be understood as both deeply Lutheran and at the same time neutral and objective. In doing this, I look at the present syllabus in religion education, point to some of the changes that have been made in relation to the previous syllabus, and highlight some of the controversies that arose when it was written in 2010. I also put Swedish…
Princely Companion or Object of Offense? The Dog’s Ambiguous Status in Islam
Negative attitudes toward dogs are common in Muslim societies. Thus, in studying both past and present Muslim writings on dogs, a contradictory picture emerges, indicating that Muslim attitudes toward dogs have had their ambiguities. At times the dog has been presented as the lowest, filthiest, and vilest of creatures, and at times the dog appears as a perfect role model, exemplifying qualities like loyalty, devotion, and self-sacrifice. There ar…
Qur’anic education and non-confessional RE
This article focuses on the reported experiences of Muslim students that regularly shift between Muslim ‘supplementary education’ (including its traditional confessional focus on learning to read Arabic and then memorise and recite the Qur’an) and mainstream school education (including its ‘inclusive’ form of religious education’). The aim has been to better comprehend how these students make sense of this dual educational experience while negoti…
Islamic identity and its role in the lives of young Swedish Muslims
Teaching Islam with music
We can note a varied use and attitudes to song and music in Islam. In the classroom of Sana – a primary school teacher of Islamic religious education (IRE) in a Muslim school in Sweden – music is an important but not uncontested part of IRE. The music not only supports themes discussed in the classroom but also gives variation to the education. A popular feature is when Sana shows music videos of Sami Yusuf, a young Muslim artist in the ‘Eurovisi…
Teaching Islam with music
We can note a varied use and attitudes to song and music in Islam. In the classroom of Sana – a primary school teacher of Islamic religious education (IRE) in a Muslim school in Sweden – music is an important but not uncontested part of IRE. The music not only supports themes discussed in the classroom but also gives variation to the education. A popular feature is when Sana shows music videos of Sami Yusuf, a young Muslim artist in the ‘Eurovisi…
Global questions in the classroom
My paper focuses on the formulation of Islamic Religious Education (IRE) at two Swedish Muslim schools where fieldwork was conducted in 2005–2008. Its aim is to contribute knowledge to ways in which IRE is formed as a confessional school subject within the framework and under the jurisdiction of the Swedish school system. Even though the general content of the classrooms was fundamentally the same, specific variations were clearly evident. The pa…
Teachers only stand behind parents and God in the eyes of Muslim pupils
In the course of reviewing a recent quantitative survey of approximately 1300 Swedish youths on subjects like religion and leisure activities, I came across a finding which seemed intriguing to me: some 50% of those identifying themselves as Muslims reported that they confided in their teachers (compared to only 5% of non-Muslims) for help with personal problems. Supplementing this finding with several studies as well as my own interviews, I expl…
Islamic identity and its role in the lives of young Swedish Muslims
Princely Companion or Object of Offense? The Dog’s Ambiguous Status in Islam
Negative attitudes toward dogs are common in Muslim societies. Thus, in studying both past and present Muslim writings on dogs, a contradictory picture emerges, indicating that Muslim attitudes toward dogs have had their ambiguities. At times the dog has been presented as the lowest, filthiest, and vilest of creatures, and at times the dog appears as a perfect role model, exemplifying qualities like loyalty, devotion, and self-sacrifice. There ar…
Swedish religion education
In this article, I use the experience of a Czech doctoral student to discuss why religion education in Sweden can be understood as both deeply Lutheran and at the same time neutral and objective. In doing this, I look at the present syllabus in religion education, point to some of the changes that have been made in relation to the previous syllabus, and highlight some of the controversies that arose when it was written in 2010. I also put Swedish…
Religious Education in a Global-Local World
Islamic Education in Europe
Islamic religious education (IRE) in Europe has become a topic of intense public debate. People are concerned that their state is doing either too little or too much when it comes to shaping the spiritual beliefs of private citizens. State response to the unease has ranged from sponsoring Islamic education in public schools to forgoing such education entirely—with policies varying according to national political culture. On the one hand, the emer…
Qur’anic education and non-confessional RE
This article focuses on the reported experiences of Muslim students that regularly shift between Muslim ‘supplementary education’ (including its traditional confessional focus on learning to read Arabic and then memorise and recite the Qur’an) and mainstream school education (including its ‘inclusive’ form of religious education’). The aim has been to better comprehend how these students make sense of this dual educational experience while negoti…
Swedish Religion Education in Public Schools—Objective and Neutral or a Marination into Lutheran Protestantism?
This article takes its point of departure in the recommendations by the Council of Europe, and Organization for Security and Co-operation in Europe (OSCE) that recommend that European states should offer education about religions for all school students, regardless of religious or non-religious background. Sweden is one of the countries that provides such education through a compulsory non-denominational religion education (RE) school subject. Th…
Islamic supplementary education as an extra-curricular activity
Sociological studies have shown that teenagers in larger Swedish cities from ‘poor result schools’ participate in extra-curricular activities connected to religion more frequently than others, and that involvement in such religious activities is positive in terms of educational outcomes for pupils from the lower strata of the social hierarchy. These findings raise new questions about supplementary Islamic education, as this is one type of religio…
The teaching of Islam in Scandinavia
Introduction
Religious Education and Schools (11 works) · Political science (9 works) · Sociology (9 works) · Islam (7 works) · Law (7 works) · Education and Islamic Studies (6 works) · Pedagogy (6 works) · Psychology (6 works) · History (5 works) · Religious education (5 works)