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Jihadists and Refugees at the Theatre: Global Conflicts in Classroom Practices in Sweden

1
Department of Social and Behavioural Studies, University West, Gustava Melins gata 2, S- 461 32 Trollhättan, Sweden
2
Department of Literature, History of Ideas, and Religion, University of Gothenburg, Box 200, S-405 30 Gothenburg, Sweden
3
Department of Education, Communication and Learning, University of Gothenburg, Box 100, S-405 30 Gothenburg, Sweden
4
School of Business, Economics and IT, University West, Gustava Melins gata 2, S- 461 32 Trollhättan, Sweden
*
Author to whom correspondence should be addressed.
Educ. Sci. 2019, 9(2), 80; https://doi.org/10.3390/educsci9020080
Received: 18 February 2019 / Revised: 8 April 2019 / Accepted: 9 April 2019 / Published: 13 April 2019
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PDF [255 KB, uploaded 13 April 2019]

Abstract

In democratic societies schools have an obligation to address complex societal issues such as ethnic/religious tensions and social conflicts. The article reports an exploratory study of how theatre plays were used in upper-secondary schools to generate pedagogically relevant platforms for addressing the current Middle East conflicts and their impact on European societies in the context of religious education and civics. The schools are situated in areas with substantive migrant populations of mixed backgrounds, and this has implications for how these issues are understood as a lived experience. In the same classrooms, there were students who had refugee backgrounds, who represented different interpretations of Islam, and religion more generally, and whose families were victims of terrorism. There were also students with strong nationalist views. The study is ethnographic documenting theatre visits and classroom activities in relation to two plays about the Middle East situation. The results show that plays may open up new opportunities for addressing these issues, but that they may also be perceived as normative and generate opposition. An interesting observation is that a play may generate space for students to tell their refugee story in class, which personalized the experience of what it means to be a refugee. View Full-Text
Keywords: controversial issues; conflicts; migration; civics; religious education; drama; teaching; ethnography controversial issues; conflicts; migration; civics; religious education; drama; teaching; ethnography
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
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K. Flensner, K.; Larsson, G.; Säljö, R. Jihadists and Refugees at the Theatre: Global Conflicts in Classroom Practices in Sweden. Educ. Sci. 2019, 9, 80.

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