Edited By Stephen G. Parker, Rob Freathy and Leslie J. Francis
9 Maps, Stories and Notions of Holiness in Identity Formation: Norwegian Pupils’ Religious Education Workbooks Over Fifty Years
This chapter describes and interprets a number of pupils’ texts including sketch maps (see Haakedal, 2013) chosen from a substantial Religious Education workbook collection (1955–2009) in order to explore differences in the use and function of explicit and implicit ideas of holiness in Norwegian primary schools. The study of these texts supports the view that the 1997 school reform, which introduced the principle of religious and world view diversity in Religious Education, constituted the most substantial change of profile in Norwegian Religious Education and was much more basic than the curricular change in the 1980s that replaced a ‘holy history’ approach to biblical narratives with a contemporary ‘lived Christianity’ approach. The text cases show that, as late as the early and mid-1990s, pupils worked with maps of the Middle East region in ways that supported Christian-cultural identity formation and a corresponding collective memory. A few post-1997 texts are critically commented on with reference to a contemporary debate among Norwegian Religious Education teacher educators concerning planned functions of (moral) identity formation in Religious Education. ← 209 | 210 →
This study aims to interpret approximately forty pupils’ texts, including illustrations of maps and sketch maps, drawn from a diachronic collection of Norwegian Religious Education workbooks or notebooks (totalling approximately 4,000 pages). A small number of these include the concept of the holy or imply notions of holiness. The illustrations refer to drawings, symbolic representations, contours, etc. of particular (mostly geographical/spatial) territories, places...
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