Uppsatsen undersöker negativa och positiva faktorer som låg- och mellanstadielärare upplever i religionskunskapsundervisningen i mångkulturella klassrum i Sverige. Syftet är att bidra till en diskussion kring elever med olika bakgrunder och utifrån lärares perspektiv få en uppfattning om eleverna  känner sig representerade, sedda eller delaktiga i religionskunskapsundervisningen. Huvudsyftet är att exemplifiera och diskutera olika händelser eller situationer som anses vara negativa eller positiva i religionsundervisning utifrån forskning bland annat Holmqvist Lidh (2016) och analysera hur dessa kan påverka elevernas motivation. Metod och teori Uppsats bygger på en webbaserad enkät, med 19 frågor varav tre bakgrundsfrågor och 16 öppna frågor som 35 SO-lärare har svarat på. Länk till webbenkäten på publiceras i olika Facebook-grupper där lärare är medlemmar. Analysen genomförs med hjälp av motivationsteori specifikt inre och yttre motivation. Resultat : Resultat visar att negativa faktorer som kan uppstå är bland annat konflikter, rädslan för att kränka någon, elever som inte får delta i undervisningen och elever som ifrågasätter ämnets betydelse. Men i det stora hela upplevs det inte dessa svårigheter som vanligt i låg-eller mellanstadiet. De positiva faktorerna är att eleverna i mångkulturella klasser är en tillgång till undervisningen, lär sig av varandra vid diskussioner och att större acceptans mellan eleverna sker. Undersökningen visar även att de flesta lärare använder varierande strategier som används för att motivera eleverna är att genomföra en variation i undervisningensmetod exempelvis, diskussioner, film, studiebesök. / The study examines the negative and positive factors that teachers in lower and upper primary experience in the teaching of religion in multicultural classrooms in Sweden. The purpose of study is to contribute to a discussion about pupils from different backgrounds and, from the teachers' perspective, get an idea of ​​whether the pupils feel seen and involved and feel represented. A more specific purpose is to exemplify and discuss various events or situations that are considered to be negative or positive in teaching religion based on research by Holmqvist Lidh (2016) among others, and to analyze how these situations can affect pupils' motivation. Method and theory The study is based on a web-based questionnaire consisting of 19 questions, of which three are background questions and 16 open questions. The questionaire was answered by 35 teachers in social study subjects in lower and upper primary schools. A link to the web survey was published in various Facebook groups where teachers are members. The analysis has been carried out with the help of motivation theory, specifically intrinsic and extrinsic motivation theory. Result: The study shows that negative factors that can arise include conflicts, the fear of offending someone, pupils who do not get to participate in the teaching and pupils who question the importance of the subject. But on the whole, these negatives factors are not experienced as usual in the lower and upper primary. The positive factors are that the pupils in multicultural classes are an asset to the teaching, that the pupils learn from each other during discussions and that greater acceptance between the pupils occurs. The study also shows that the teachers use a variety of teaching methods to motivate their pupils, including discussions, film and study visits.

“if we do not meet with people from another faith or with another knowledge then we will not be able to integrate with each other. The purpose is to be ourselves, not to change one another but to understand one another…” (No. 1) The main aim of this thesis was to generate the needed knowledge on how interfaith organizations cooperate in their social work to aid help seekers despite the religious differences they may have, as well as to identify the obstacles the interfaith workers face in their cooperation. In addition, this thesis will also discuss the help seekers’ personal opinions concerning the help they get from the interreligious organizations. This research is a qualitative research with a case study design, based on materials collected from eighteen people by the use of semi-structured materials. The eighteen people have been represented by four leaders, two project leaders, one employee, four volunteers and seven help seekers. Both deductive[1] and inductive[2] methods were used in processing the themes used in this research. The research ethic has been considered in this paper. Both the social capital theory and the Allport’s intergroup contact theory were used in this thesis. These theories and former existing research helped in choosing the predetermined themes and in analyzing the results from the collected data which are: Religion and Freedom of religion, Common Goals, Respect- Understanding and acceptance, Responsibility and mission’s orientation, Neutral place, Interreligious dialogue, Applicable working platform, Complementary religion, Political view. The results of this thesis showed that the interfaith organizations can work as a compliment to one another in order to make the society work. This paper showed that interfaith organizations need to create common mutual norms with different roles in order to make the cooperation work. The common goals need to be very clear for both parties and additionally the structure of the system was very complex to explain to others or to introduce to the new workers. Furthermore, this thesis showed that there are people against interfaith cooperation for different reasons. Some of the obstacles the interfaith workers faced during their cooperation will be described more in the analysis part. Some of the barriers were fear from both the church members and the Stockholm Mosque on how the organization will run, which changes and consequences the church members will face and so forth. One of the interfaith organization leaders invited someone from outside the organization who gave a speech that didn’t align with their norms. They had cases which were forced to be taken up with the help of lawyers. It requires time to create and implement a functioning common structure. The common goal was not very clear for both parties and the system were very complex to explain to others or to introduce it to the new workers. Given the demographics, the volunteers had more extensive work experience and were mission oriented, which made them tend to focus on their commitments. The help seekers were very thankful concerning the help they got and wanted to do the same for others. The creation of trust through bonding and bridging was the central element or principles in this thesis, which are the keys to making the interfaith cooperation run. [1] Predetermined themes chosen with the help of theory  [2] Themes resorted from the collected data through coding.

This study focuses on the teaching of RE in Zambian multireligious secondary schools. The problem faced in secondary schools is that currently RE is being taught with a single religious approach by the RE teachers instead of using a multireligious perspective as directed by the Ministry of Education (MoE). The aim of this study, therefore, was to find out why RE teachers tend to be reluctant to respond to the MoE directive in applying a multireligious approach to the subject. In order to achieve this aim, an empirical investigation was necessary. A quantitative and qualitative survey through self-administered questionnaires and in-depth interviews were undertaken by the 194 teachers teaching RE in selected secondary schools in the Copperbelt Province. The research reveals that the RE teachers' reluctance to respond to the Ministry's directive is a result of their different perceptions which are mostly influenced by their religious affiliations and the syllabuses they use. For example, the majority of the RE teachers involved in the teaching of RE in secondary schools are Christians, therefore, they are reluctant to teach RE that also includes non-Christian religions because they feel it would compromise their consciences and their own faiths. As a result, they prefer to teach the subject from a Christian standpoint. This approach differs from the MoE directive to teach RE from a multireligious perspective. In the light of the different perceptions concerning the problem of teaching RE in Zambian multireligious secondary schools, the following recommendations have been made: (i) Since the Zambian secondary schools have become multireligious, RE teaching should take a multireligious perspective if it is to be relevant to the needs of pupils of diverse religious backgrounds; (ii) The current RE syllabuses (2044 and 2046) require a critical evaluation and revision in order to ensure that they adapt to a multireligious tradition. Finally, the results of this study concludes that the teaching of RE should be firmly placed in an educational context by making no assumptions or preconditions from the personal commitment of RE teachers. The role of RE teachers is that of educators. / Educational Studies / D.Ed. (Didactics)

This study focuses on the teaching of RE in Zambian multireligious secondary schools. The problem faced in secondary schools is that currently RE is being taught with a single religious approach by the RE teachers instead of using a multireligious perspective as directed by the Ministry of Education (MoE). The aim of this study, therefore, was to find out why RE teachers tend to be reluctant to respond to the MoE directive in applying a multireligious approach to the subject. In order to achieve this aim, an empirical investigation was necessary. A quantitative and qualitative survey through self-administered questionnaires and in-depth interviews were undertaken by the 194 teachers teaching RE in selected secondary schools in the Copperbelt Province. The research reveals that the RE teachers' reluctance to respond to the Ministry's directive is a result of their different perceptions which are mostly influenced by their religious affiliations and the syllabuses they use. For example, the majority of the RE teachers involved in the teaching of RE in secondary schools are Christians, therefore, they are reluctant to teach RE that also includes non-Christian religions because they feel it would compromise their consciences and their own faiths. As a result, they prefer to teach the subject from a Christian standpoint. This approach differs from the MoE directive to teach RE from a multireligious perspective. In the light of the different perceptions concerning the problem of teaching RE in Zambian multireligious secondary schools, the following recommendations have been made: (i) Since the Zambian secondary schools have become multireligious, RE teaching should take a multireligious perspective if it is to be relevant to the needs of pupils of diverse religious backgrounds; (ii) The current RE syllabuses (2044 and 2046) require a critical evaluation and revision in order to ensure that they adapt to a multireligious tradition. Finally, the results of this study concludes that the teaching of RE should be firmly placed in an educational context by making no assumptions or preconditions from the personal commitment of RE teachers. The role of RE teachers is that of educators. / Educational Studies / D.Ed. (Didactics)