Thesis (Habil.)--Tübingen, Universiẗat, 2008/2009. / Includes bibliographical references (p. [567]-638) and index.

Thesis (Ph. D.)--Catholic University of America, 1934. / Vita. "This examination of the philosophy and the pedagogy of ethical culture [is] from the Catholic standpoint."--P. 167. Bibliography: p. 169-176.

Thesis (Ph. D.)--University of Chicago, Faculty of the Divinity School, August 2001. / Includes bibliographical references. Also available on the Internet.

Thesis (M.A.)--Catholic Theological Union at Chicago, 2000. / Vita. Includes bibliographical references.

Thesis (D. Min.)--Midwestern Baptist Theological Seminary, 2002. / Abstract. Includes bibliographical references (leaves 223-227).

Augsburg, Universität, veränd. Thesis (doctoral), 2001 entitled: Hofmann, Renate: Geschlechtergerechte Sozialisation im Religionsunterricht. / Includes bibliographical references (p. 160-200) and indexes.

Thesis (doctoral)--Universität, Münster (Westfalen), 2003. / Includes bibliographical references (p. 309-316).

In a Swedish classroom today there will be students with different ethnicities, world views and religious beliefs.  The students will be taught religion through a non-denominational education, where as a teacher you are meant to be objective, open-minded and fair in the representation of different traditions. This representation is colored by the outsider-perspective and the students then learn about religion from a party which is not involved in the religion being taught. This essay discusses how to balance the outsider-perspective in religious education in the Swedish school with insider-voices. More specific, the use of Muslim websites when teaching about Islam. The material this essay studies are three Muslim websites: al-islam.se, islaminfo.se and islamguiden.se. In order to make a didactic analysis of the websites, they are compared to a standard Swedish textbook. The method being used to do the analysis is a text analysis with a didactic point of view. The essay focuses on questions of the websites presentation of Islam, claim of truth and discussion on the negative image of Islam by the West. The essay shows that websites is a good alternative method in the process of balancing the outsider-perspective but requires conscious didactic choices and the need to teach the students about source criticism. The websites, because of their insider-voices, will need to be analyzed and explained to the students to keep the classroom environment non-denominational.

Studiens huvudsakliga syfte är att ur ett normkritiskt perspektiv analysera grundlärares utsagor om sex- och samlevnadsundervisning inom religionskunskapsämnet. För att fylla detta syfte har studien sökt ta reda på hur de intervjuade lärarna genomför sin undervisning om sex och samlevnad inom religionskunskapsämnet, samt vilken roll de ger undervisningsområdet, beträffande vilket utrymme de ger sex och samlevnad i sin religionskunskapsundervisning och vad de anser vara sex- och samlevnadsundervisningens syfte. Studien baseras på enskilda intervjuer med fyra lärare som undervisar i religionskunskap grundskolans årskurser 4-6. Studien visar att samtliga av lärarna som deltar i hög grad är medvetna om risken att deras sex- och samlevnadsundervisning är heteronormativ. De har alla också en uttalad ambition att försöka motverka att deras sex- och samlevadsundervisning blir alltför heteronormativ, emellertid saknar de specifik utbildning i att hantera sex- och samlevnadsfrågor. Detta skulle kunna utgöra ett skäl till att samtliga lärare ger sex- och samlevnadsfrågor ett relativt litet utrymme i sin religionskunskapsundervisning. / The overall aim of this study is to analyse primary school teachers’ testimonies regarding sexuality education in religious education through a norm critical perspective. To fulfil this aim, the study seeks to find out how the teachers carries out their sexuality education when teaching religious education, and furthermore, what part the participating teachers give sexuality education, as to how big a part of the subject it represents and the teachers’ understanding of the purpose of the field. The study is based on individual interviews with four teachers who work in years 4-6 in primary school and teach religious education. What becomes apparent is the awareness the participating teachers show regarding the possibility of their sexuality education being heteronormative. There is also an outspoken ambition among the teachers to make their sexuality education less normative, however, they all lack specific education in the subject matter. This might be one of the reasons why sexuality education is given a very small part in each of the interviewees’ religious education teaching.

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