Browsing by Author "Tallberg, Emma"

The aim of the study is to examine primary school teachers’ opinions concerning a reformed model of the religious- and ethics education in the Finnish school context and how it can affect the students development of their own cultural identity and feeling of solidarity in schools. The study is based on the current discussions about the subject where globalization and diversity is seen to be demanding more of schools (Rautionmaa & Kallioniemi, 2017). Previous studies also show that the cultural segregation that is seen in the society is a result of the segregation done in schools (Korkeakoski & Ubani, 2018). A relatively new study done in Finland found out the Finnish populations view about a reformed model of these subjects and shows that the majority of the population advocate a reformation (Mattsonn, 2020). The research was conducted as a qualitative study with a phenomenographic research approach. The material consists of six semi-structured, individual interviews with teachers working in four different schools in the metropolitan area. The collected material was analyzed using content analysis. The results showed that the majority of the teachers, four out of six, found a reformed model of the subject as a positive development and that it would come to support every student. Some of the effects predicted were an increased understanding and solidarity between students with different cultural backgrounds, more equality that would lead to a more integrated society. Some of the aspects seen from the teachers who didn’t support a reformation was that education in faith is important, the possibility that one student may feel excluded and that an separate religious education would be important especially for those who belong to a minority religion.