Browsing by Author "Sundqvist, Matilda"

The religious landscape in Finland and Europe is changing. Due to secularization, interest in religion has long diminished and religion has been considered part of history and irrelevant to the modern, secular society. With globalization and new religious movements, however, religion has gained renewed relevance and religious diversity in Europe is growing. With religious diversity, the need for religious literacy, or general knowledge of religion, is also increasing. Globalization has also given rise to the educational approach global education, i.e. education for the future and for justice, equality and sustainable development. Although religion undeniably has a big influence on many parts of our world and its people, religious dimensions or religious literacy is not taken into account in global education. This study provides insight into how religious teachers perceive religious literacy and its forms of expression in lower secondary school, where this is a knowledge requirement, and how religious literacy is related to global education and global citizenship. The empirical material was collected through interviews with seven teachers who teach religion in grades 7 - 9. The interviews held via the digital meeting service Zoom, were then transcribed and analyzed using Braun and Clarke's (2006) model for thematic analysis. The analysis resulted in 5 themes with 8 sub-themes on the first research question and 3 themes with 5 sub-themes on the second. The results showed that the religious teachers had a broad view of religious literacy which included both theoretical knowledge and practical skills - with an emphasis on the practical. The development of religious literacy was described by the teachers as a long and complex process that is often not completed in comprehensive school, although this is a knowledge requirement for the end of grade 9. Concerning the relationship between religious literacy and global education, the teachers expressed that religious literacy can promote global education and sustainable development since a religiously literate person is better able to carry out these tasks. The teachers also emphasized the relevance of religious literacy in the future and pointed to many potential consequences of religious illiteracy. A conclusion of the study is that the inclusion of religious literacy within the framework of global education, could contribute to strengthening the general religious literacy.