En nyanserad eller homogen judendom?
Hur fem religionsläroböcker för gymnasiet framställer judendomen
JudaismReligious educationHomogenizingHeterogenisationDiversityTeaching materialsTextbook analysisJudendomReligionsundervisningHomogeniseringHeterogeniseringNyanseringLäromedelLäroboksanalys
This essay aims to examine if five high school textbooks represent Judaism as homogeneous or diverse. The purpose is to see if textbooks add a diverse or homogeneous view on Judaism. The methods for this essay are a qualitative content analysis and an image analysis. The results tells us that both homogeneous and heterogeneous tendencies can be found in the textbooks to a certain extent. The homogeneous tendencies can be explained as an aftereffect of the textbooks? authors becoming limited by their schedule, amount of pages and so on. This results in a second-rate construction of how Judaism is represented and how it affects a person?s life. This homogeneity can also be explained as that the reader has to be able to get an understandable view of Judaism?s importance and uniqueness. These heterogeneous tendencies can be explained as an aftereffect of the ongoing debate on textbooks and a careful usage of the language in the books. The author has to be more thoughtful regarding where to compromise. In the end, it is the teacher that creates the diversity and it is up to him/her to evaluate the material to see what it actually says and how it affects the pupil?s view on religion.