Ingår alla i ”vi”, eller delar religionsundervisningen in klassen i ett ”vi” och ”dem”? : En enkätstudie om främjandet av inkludering i religionsundervisningen i grundskolans yngre åldrar.

Sammanfattning: Religious education has partly gone from learning about religions to learning from religions. The students practice their abilities to talk about life issues, which can increase their understanding of each other's differences. Inclusion is about making everyone feel welcome in the classroom, no matter who you are. It is also not just about each individual but the class as a whole.Previous research shows that working with the different religions can counteract xenophobia if the teacher focuses on their similarities instead of differences. Students can learn from each other and by having different backgrounds they can exchange experiences. Research suggests that community is a hallmark of an inclusive school environment. It is important not to divide the class into a "them" and “us”. Vygotsky explains how students through interaction with others can reach a new level in their proximal development zone. Students borrow skills from each other and share their experiences.The method used was a web-based survey to get a broader selection of respondents. In it, 213 teachers participated. The majority work at schools in Värmland and Dalarna, but in order to bring in more respondents, the survey was also put on social media, to broaden the selection and increase reliability. The questions in the survey were all linked to the research presented in the study. The research is taken from among others, Holmqvist Lidh and Runfors dissertations. The study's theory is linked to how teachers can work with Vygotsky and students' proximal development zone.Respondents have, among other things, answered questions about whether they have encountered problems from caregivers regarding religious education, if they consider that pupils' differences can promote inclusion and whether they believe that the students are open with their religious beliefs.In the study's results, it appears that most of the participating teachers believe that differences in the classroom can promote the community in the classroom. Most also consider that community is a hallmark of inclusion.According to the research and the teachers who participated in the study, it is agreed that religious knowledge has an important role in giving students an understanding of each other's similarities but also differences.