Konflikthantering på religionskunskapslektionerna : En kvalitativ intervjustudie om lärares syn på och hantering av konflikter på religionskunskapslektionen

Sammanfattning: The present study presents various conflicts that have arisen during the religious education lesson and how these have been handled by the various interviewed teachers. With the help of eight qualitative, unstructured interviews of 45 - 60 minutes with certificated religious education teachers from two different municipalities, material was collected and then interpreted and analyzed hermeneutically. The result shows that teachers have experienced conflicts in the teaching of Jesus, homosexuality, anti-Semitism, morality, Muslim food rules, Muslim views, Muslim divisions, the Israel-Palestinian conflict, the Uighurs in China and the terrorist act in Christchurch. The majority of conflicts have been handled with constructive conflict management, which according to research is a good method to manage conflicts. As for the teachers' conflict view, one can ascertain that some believe that conflicts can definitely be used in education and even provoked up to a certain limit. Others believe that conflicts can be seen as a learning opportunity if they arise, but that it should definitely not be provoked because things can go wrong. Others believe that conflicts do not at all belong to teaching. It can also be noted that both research and the majority of interviewed teachers believe that there is not a universal conflict management method that works in all situations but that conflicts are contextual and depend on several factors.