This paper deals with how eight Syriac adolescents and young adults have experienced Swedish religious education (RE) in secondary and upper secondary school about Judaism, Christianity, and Islam. The study reveals that four of the eight respondents experienced tensions and conflicts between Syriac and Muslims students. Two of these respondents revealed experiences of witnessing Syriac students ostracising and subjecting Muslim students to offensive treatment (kränkande behandling). These tensions and conflicts must be understood in the light of the historical and yet ongoing conflicts in the Middle East and Turkey. For the Syriacs, these tensions culminated in Seyfo (the Assyrian genocide) in the midst of the First World War and the collapse of the Ottoman Empire. Furthermore, four respondents experienced a frustration that Seyfo was not addressed in neither RE nor history, while the Holocaust is an obligatory part of the Swedish syllabus. Seemingly, this fact furthered these respondents’ frustration. Therefore the respondents argued that Seyfo must be addressed in Swedish RE. The experiences of RE that adressed Judaism in part tell stories of how it triggered anti-Semitic speech, on part of Muslim students and one teacher. The RE on Christianity was partly experienced as having a liberal secular post-Christian perspective as its vantage point. The way Islam was taught was experienced as romanticised, and also proved at times to be essentialist in regards to its perspective.

Den här artikelns syfte är att undersöka lärares uppfattningar av handledda gruppsamtal som medel i lärares professionsutveckling. Studien är kvalitativ och tar utgångspunkt teoretiskt och metodologiskt i fenomenografin. Nio lärare har intervjuats på en grundskola i Jönköpings kommun, 2011. I resultaten framkommer att frågandet har en central roll i handledningssamtalet vilket möjliggör fördjupad reflektion med perspektivvidgning som leder till ett förändrat tankesätt hos lärare. Undervisningen utvecklas och anpassas till eleverna, som en följd av handledningen. / The purpose of this article is to investigateteachers´ perceptions of supervised groups as means of teacher professionaldevelopment. The study is qualitative, basing theoretically and methodologicallyin phenomenography. Nine teachers were interviewed at an elementary school inJönköping municipality, 2011. The results show that questioning has a centralrole in the supervised discussions enabling deeper reflection with perspectivedilation leading to a changed mindset among teachers. The teaching evolves andadapts to the particular students as a result of counseling.