When Terror Strikes
The 2015 Paris Attacks in Religious Education Classrooms in Norway
Bibliographic Data
| ID | 3574712 |
|---|---|
| Authors | Audun Toft (0000-0001-8243-7342, University of South-Eastern Norway, corresponding author) |
| Year | 2020 |
| Volume | 11 |
| Issue | 4 |
| Pages | 208 |
| Publication date | 2020-04-21 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Religions (JOURNAL) |
| Journal identifiers | ISSN: 2077-1444 • E-ISSN: 2077-1444 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/rel11040208 |
| OpenAlex | W3017794234 |
| Language | EN |
| Citations received | 5 |
| References cited | 22 |
Terrorism is commonly considered to be a controversial issue in religious education (RE). RE teachers find it a challenging topic to address, and many avoid it altogether. This article explores the question of addressing terrorism in RE by analysing and discussing empirical observations of RE lessons in an upper secondary school in Norway in the weeks following the terror attacks in Paris in November 2015. Using framing theory, the article discusses aspects of the empirical case study, contextualised by the discussion about controversial issues in education. The main claim of the article is that, rather than seeing the terror attacks as a controversial issue in itself, the terror attacks should be treated as an event that has the potential to tap into several different controversial issues depending on the way it is framed. When addressed in the RE classroom, the teachers actively transform the event into a pedagogical issue, framed in accordance with the nature and aims of the subject. The students, however, often contest this pedagogical framing. This article discusses the interplay between teachers' plans, students' reactions, and the role of media in classroom interaction about the Paris attacks
CONTEST · Pedagogy · Political science · Religious education · Sociology · Terrorism · Educator Training and Historical Pedagogy · History · Law · Religion and Society Interactions · Religious Education and Schools
Controversy in the Classroom
What Should We Teach as Controversial? A Defense of the Epistemic Criterion
What is a controversial issue? Implications for the treatment of religious beliefs in education
Framing as a Theory of Media Effects
Introduction
Our words are stronger’
Discussing Controversial Issues in the Classroom
Charlie Hebdo, 2015
The Dynamics of Mediatized Conflicts
Narration as a human communication paradigm
Cascading Activation
Framing
Framing Processes and Social Movements
| Citations per year | 0.83 |
|---|---|
| Citation span | 2020 - 2023 (4) |
| Highly cited | No |