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dc.contributor.authorHammer, Aina
dc.contributor.authorLenz, Claudia
dc.date.accessioned2023-01-19T09:19:51Z
dc.date.available2023-01-19T09:19:51Z
dc.date.created2022-10-23T13:25:31Z
dc.date.issued2022
dc.identifier.citationScandinavian Journal of Educational Research. 2022, 1-15.en_US
dc.identifier.issn0031-3831
dc.identifier.urihttps://hdl.handle.net/11250/3044502
dc.description.abstractDealing with controversy is highlighted in policy documents as a cornerstone of democracy and education. However, previous research points to several challenges for teachers when dealing with controversial issues (CI) in class. In this article, we apply an ecological conceptualisation of teacher agency and explore the ways in which forum theatre (FT) and action research (AR) can provide conditions for developing religious education (RE) teachers’ agency to address CI. Our main findings indicate a shift in teachers’ orientations from short-term goals of exercising power and control to avoid causing conflict in class towards a process orientation in which an ‘avoidance strategy’ transformed gradually into some combination of a ‘deliberation and embodiment strategy’ and a ‘trust and power-sharing strategy’. We conclude with a reflection on whether this new approach to addressing CI has the potential to become substantiable and hence contribute to the educational goal of promoting democratic education.en_US
dc.language.isoengen_US
dc.publisherTaylor & Francisen_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.no*
dc.subjectTeacher agencyen_US
dc.subjectAction researchen_US
dc.subjectReligious educationen_US
dc.subjectCritical pedagogyen_US
dc.titleExploring teacher agency to address controversial issues in religious education: A forum theatre and action research approachen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.fulltextoriginal
cristin.fulltextoriginal
cristin.qualitycode2
dc.identifier.doi10.1080/00313831.2022.2130976
dc.identifier.cristin2064050
dc.source.journalScandinavian Journal of Educational Researchen_US
dc.source.pagenumber1-15en_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US


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Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal