Maps and Territory

This study investigated the implementation of the LK20 educational reform by comparing how three religious education teachers incorporated two core elements of the upper secondary curriculum into their teaching. The focus was on the two digital/paper-based templates (forms) that the educators created to scaffold students’ exploration and comparison of religions. These templates, along with transcripts of video-recorded lessons, were first analyzed using thematic qualitative text analysis. Subsequently, the data were examined hermeneutically as two primary cases, one of which was analyzed as two interrelated subcases. These analytical methods were used to evaluate the overall scope of the materials while closely examining and comparing the teachers’ templates and how they contextualized them orally during lessons. One teacher employed Ninian Smart’s seven dimensions of religion as the foundational model for her template. The other two teachers collaboratively developed a template focused on specific aspects of religions, including history, rituals, deities, worldviews, and potential sources. Furthermore, the template emphasized the management of exploration and effective communication concerning feedback. During their presentations, all teachers referenced elements associated with the World Religions Paradigm and the interpretive approach, albeit in different ways. Finally, they introduced tasks to contextualize and prepare students for engagement with the templates.