Oddrun M H Bråten
Biographic Data
| ID | 4252057 |
|---|---|
| NAME | Oddrun M H Bråten |
| GIVEN NAMES | Oddrun M H |
| FAMILY NAME | Bråten |
| SIGNATURE | BRÅTEN O M H |
| AFFILIATIONS | Norwegian University of Science and Technology |
| ORCID | 0000-0002-3426-0893 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
Non-binary worldviews in education
In this article, I discuss the potential of developing a kind of worldview education that has the purpose of enabling teachers and students to understand how worldviews are formed. I explore how suggestions of Ann Taves can be helpful towards such an aim and pay special attention to research into self-defined ‘non-religious people. It seems their worldviews can defy the secular-religious divide and be categorised as non-binary. Taves have suggest…
Religion og livssyn som begreper i LK20
I denne artikkelen undersøker vi hvordan begrepene «religion» og «livssyn» brukes til å beskrive studieobjektet i de nye læreplanene fra 2020 og spør: Hvordan kan man unngå forenklede fremstillinger, og hvordan kan man la elever møte religioner og livssyn som komplekse historiske og nåtidige forhandlede fenomener? I vår lesning av læreplanene finner vi tilfeller av essensialisert språkbruk samt en videreføring av privilegerte posisjoner for krist…
Bokessay
Deep Learning' in Studies of Religion and Worldviews in Norwegian Schools? The Implications of the National Curriculum Renewal in 2020
From 2020, the National Curriculum in Norway has been totally renewed for primary, secondary, and upper secondary education. This includes the introduction of such new concepts as 'deep learning' and 'core elements' in school education. In this article, we unpack the significance of the reform for studies in religion and worldviews in Norwegian schools. We explore continuities and changes by looking at general educational trends and debates and h…
Issues in the integration of religious education and worldviews education in an intercultural context
The Council of Europe’s 2008 ‘Recommendation’ advocates the study of ‘non-religious convictions’ in schools in addition to religions. In 2018, there is evidence of growing academic interest in the inclusion of non-religious worldviews in the school curriculum, but few European countries include such a study within religious education. The guidance document, Signposts, recognises that the integration of religions and non-religious worldviews is pr…
Textbook Gods
Textbook Gods: Genre, Text and Teaching Religious Studies." Journal of Contemporary Religion, 31(3), pp. 439–440
Issues in the integration of religious education and worldviews education in an intercultural context
The Council of Europe’s 2008 ‘Recommendation’ advocates the study of ‘non-religious convictions’ in schools in addition to religions. In 2018, there is evidence of growing academic interest in the inclusion of non-religious worldviews in the school curriculum, but few European countries include such a study within religious education. The guidance document, Signposts, recognises that the integration of religions and non-religious worldviews is pr…
Textbook Gods
Textbook Gods: Genre, Text and Teaching Religious Studies." Journal of Contemporary Religion, 31(3), pp. 439–440
Issues in the integration of religious education and worldviews education in an intercultural context
The Council of Europe’s 2008 ‘Recommendation’ advocates the study of ‘non-religious convictions’ in schools in addition to religions. In 2018, there is evidence of growing academic interest in the inclusion of non-religious worldviews in the school curriculum, but few European countries include such a study within religious education. The guidance document, Signposts, recognises that the integration of religions and non-religious worldviews is pr…
Deep Learning' in Studies of Religion and Worldviews in Norwegian Schools? The Implications of the National Curriculum Renewal in 2020
From 2020, the National Curriculum in Norway has been totally renewed for primary, secondary, and upper secondary education. This includes the introduction of such new concepts as 'deep learning' and 'core elements' in school education. In this article, we unpack the significance of the reform for studies in religion and worldviews in Norwegian schools. We explore continuities and changes by looking at general educational trends and debates and h…
Non-binary worldviews in education
In this article, I discuss the potential of developing a kind of worldview education that has the purpose of enabling teachers and students to understand how worldviews are formed. I explore how suggestions of Ann Taves can be helpful towards such an aim and pay special attention to research into self-defined ‘non-religious people. It seems their worldviews can defy the secular-religious divide and be categorised as non-binary. Taves have suggest…
Religion og livssyn som begreper i LK20
I denne artikkelen undersøker vi hvordan begrepene «religion» og «livssyn» brukes til å beskrive studieobjektet i de nye læreplanene fra 2020 og spør: Hvordan kan man unngå forenklede fremstillinger, og hvordan kan man la elever møte religioner og livssyn som komplekse historiske og nåtidige forhandlede fenomener? I vår lesning av læreplanene finner vi tilfeller av essensialisert språkbruk samt en videreføring av privilegerte posisjoner for krist…
Bokessay
Religious Education and Schools (6 works) · Sociology (5 works) · Pedagogy (3 works) · Psychology (3 works) · Religion, Theology, and Education (3 works) · Social science (3 works) · Art (2 works) · Curriculum (2 works) · Law (2 works) · Philosophy (2 works)