Elisabet Haakedal

• Hartvigsen, Kirsten Marie & Haakedal, Elisabet (2022). Jesus’ parables for and by ten-year-olds: applying blending theory in in-depth analyses of pupils’ RE texts, RE textbook passages, and teacher’s handbook passages in the context of Norwegian inclusive public religious education. British Journal of Religious Education. ISSN 0141-6200. doi: 10.1080/01416200.2022.2052803. Fulltekst i vitenarkiv Vis sammendrag

  This article presents the results of an in-depth analysis of ten texts written by ten-year-old pupils during a religious education (RE) lesson about Jesus’ parables. The texts from the pupils’ notebooks were analysed with passages from the RE textbook and the teacher’s handbook to explore how these books influenced the pupils’ texts. The main theoretical framework guiding our analysis was conceptual blending theory, which enabled us to outline how the pupils had interrelated and integrated information from different sources during their reading, understanding, and interpretation of Jesus’ parable about the lost/retrieved sheep (Luke 15:4–7). We found substantial similarities between the pupils’ texts, the RE textbook, and the teacher’s handbook, but the pupils’ texts also included information they had acquired from other sources, such as the RE lesson or their leisure activities. The emphasis on Christian academic insider perspectives in the textbook influenced the pupils’ interpretations but did not necessarily restrain them. Some pupils’ texts offer interpretations that are relatively independent, although they primarily represent Christian insider perspectives, both academic and personal. Additionally, they illuminate the internal diversity of Christianity. Our focus on empirical material complements previous research on narrative RE based on historical and educational philosophical approaches.

• Haakedal, Elisabet (2015). Action research and development work in religion and world view education – comparing communities of practice and cooperative networks. Nordidactica. ISSN 2000-9879. 5(2), s. 47–72.
• Haakedal, Elisabet (2015). Spiritual nurture for each and every member aged 0-18 years: Two children's voices from the Religious Education reform of the Church of Norway in the second decade of the 21st century. I Freudenberger-Lötz, Petra & Büttner, Gerhard (Red.), Children`s voices: Theological, philosophical and spiritual perspectives. Kassel University Press GmbH. ISSN 978-3862199228. s. 45–64.
• Haakedal, Elisabet (2015). Erfaring, livstolkningsprosesser og dialogmuligheter. En kristens møte med undervisning og meditasjon i zenbuddhistisk mindfulness. I Justnes, Årstein (Red.), Nærvær. Mindfulness og meditasjon i kristen tradisjon. Portal forlag. ISSN 978-82-8314-035-4. s. 149–165.
• Haakedal, Elisabet (2015). Oppmerksom tilstedeværelse i stille rom. Multimodal kommunikasjon i ei flerkulturell mindfulnessgruppe. I Engebretsen, Martin (Red.), Det tredje språket: Multimodale studier av interkulturell kommunikasjon i kunst, skole og samfunnsliv. Portal forlag. ISSN 9788283140361. s. 311–330.
• Haakedal, Elisabet (2015). Maps, Stories and Notions of Holiness in Identity Formation: Norwegian pupils' religious education workbooks over fifty years. I Parker, Stephen G; Freathy, Rob & Francis, Leslie C (Red.), History, Remembrance and Religious Education. Peter Lang Publishing Group. ISSN 978-3-0343-1720-7. s. 209–232. doi: 10.1163/ej.9789004163775.i-404.22.
• Haakedal, Elisabet (2013). Good RE? Enthusiastic Workbook texts and Pleasant Memories of a Youngster: A Nordic Perspective. I Kuindersma, Henk (Red.), Powerful Learning Environments and Theologizing and Philosophizing with Children. Kassel University Press GmbH. ISSN 978-3-86219-492-6. s. 64–76.
• Haakedal, Elisabet (2013). To Sing or not to Sing. Contextual Encounters with Religious and Ethical Songs in the Norwegian Primary School from 1987 to 2009. I Skeie, Geir; Everington, Judith; ter Avest, Ina & Miedema, Siebren (Red.), Exploring Context in Religious Education Research. Empirical, Methodological and Theoretical Perspectives. Waxmann Verlag. ISSN 978-3-8309-2902-4. s. 11–37.
• Haakedal, Elisabet (2013). Sangtekster, lærerstrategier og kulturelt minnearbeid. Spor i KRL-arbeidsbøker av møter mellom lærer, elever og religiøse og etiske sanger. I Afset, Bente Mari; Hatlebrekke, Kristin & Kleive, Hildegunn Valen (Red.), Kunnskap til hva? Om religion i skolen. Akademika forlag. ISSN 978-82-321-0209-9. s. 83–98.
• Haakedal, Elisabet (2012). Voices and perspectives in Norwegian pupils' work on religions and world views: a diachronic study applying sociocultural learning theory. British Journal of Religious Education. ISSN 0141-6200. 34(2), s. 139–154. doi: 10.1080/01416200.2011.628190. Vis sammendrag

  This article researches work by four pupils in a diachronic collection of Norwegian primary school workbooks. Given signs of a variety of voices and perspectives in chosen representations of central tenets and/or practices in religions and philosophical traditions, how can an analysis and discussion of a few chosen texts shed light on their authors’, i.e. the pupils’, (self-) formative modes of encountering the diverse voices and perspectives? The pupils’ expressions are discussed by staging an interaction between inductively analysed elements in the source material and theoretical points from sociocultural learning theory. The theoretical concepts of ‘mediated action’, ‘voice’, ‘multivoicedness’, ‘dialogicality’, ‘speech genre’ and ‘privileging’ are particularly suitable. Interpretive results: Two pupils, working in the 1980s and early 1990s, have been engaged in inner dialogue with authoritative texts and voices, including teachers’ decisions for the learning situations. One pupil’s work (the mid 1990s) shows grappling with the many diverse insider voices in her textbook. Another pupil’s work (2008/2009) has traces of a structural privileging of the perspective of the ‘objective outsider’ while also signalling inner dialogic reflection.

• Haakedal, Elisabet (2011). Images of God and life attitudes in religious education workbooks. Interpreting some examples of "theologizing" among Norwegian pupils in a changing school context, Symmetrical communication? Philosophy and theology in classrooms across Europe. Religionspädagogisches Institut Loccum. ISSN 978-3-936420-38-8. s. 133–149.
• Haakedal, Elisabet (2011). Rammefortellinger og anvendt fortellingsdidaktikk. Barns møter med fortellinger om(kring) Jesu fødsel. I Repstad, Pål Steinar (Red.), Fader Paul : festskrift til Paul Leer-Salvesen. Portal forlag. ISSN 978-82-92712-53-5. s. 203–216.
• Haakedal, Elisabet (2010). Arbeidsbøkenes teologi. Endringer i elevarbeider i religionsundervisningen 1955-2009. I Repstad, Pål (Red.), Norsk bruksteologi i endring: tendenser gjennom det 20. århundre. Tapir Akademisk Forlag. ISSN 978-82-519-2655-3. s. 79–113. Vis sammendrag

  Kristendommen er ikke lenger enerådende i skolens religions- og livssynsfag. Prinsippet om en faglig og sakssvarende framstilling betyr at fagstoffet i Religion, livssyn og etikk skal behandles "ut fra sitt særpreg og mangfold". Når dette gjøres i engasjerte ytringer, bedrives det "bruksteologi" i klasserommet. Artikkelen analyserer og drøfter ca. 25 utvalgte, dels multimodale, elevtekster fra arbeidsbøker i religions- (og livssyns-)undervisning på barnetrinnet mellom 1955 og 2009 ut fra spørsmål om endringer når det gjelder arbeid med stoff som representerer "levd religion", dvs. sentralt fagstoff om troslære, trosholdninger og praktisert tro. I utvalget skjelnes det mellom eldre (før ca. 1980), midtre (1980- og 1990-årene) og yngre (etter 1997) elevarbeider. Det konkluderes med at elevarbeider som har spor av "bruksteologi", er mindre framtredende blant de yngre (hvor en saklig orienterende framstillingsform dominerer) sett i forhold til de midtre og eldre arbeidene. Til tross for dette funnet, vises det til ulike tegn på dialogiske eller "bruksteologiske" arbeidsmåter også blant de yngre elevtekstene.

• Haakedal, Elisabet (2010). Klartekst og skjult tekst i en barneskoles høytidskultur. Regissering, framføring og resepsjon av utvalgte høytidsarrangement. I Tønnessen, Elise Seip (Red.), Sammensatte tekster : barns tekstpraksis. Universitetsforlaget. ISSN 978-82-15-01719-8. s. 192–209. Vis sammendrag

  Artikkelen handler i hovedsak om høytidskulturen ved "Kystby" barneskole i Agder etter innføringen av Kunnskapsløftet i 2006. Norge har fra 1970-årene blitt et religiøst mangfoldig og flerkulturelt samfunn, men skolene har fortsatt sine jule- og påskeferier. I artikkelen beskrives innhold og form ved høytidsarrangementene som fant sted over to skoleår ved "Kystby" skole, særlig i skolens musikkrom. Størst vekt legges på adventssamlingene i desember, men også enkelte andre felles høytidsarrangement tas opp, og dessuten, til sammenligning, et par observasjoner ved "Flaten", en annen barneskole.

• Haakedal, Elisabet (2010). Hva er en disippel? Multimodalitet i elevarbeidsbøker. I Tønnessen, Elise Seip (Red.), Sammensatte tekster : barns tekstpraksis. Universitetsforlaget. ISSN 978-82-15-01719-8. s. 171–191. Vis sammendrag

  I artikkelen utforskes atten oppgaveløsninger i arbeidsbøkene for faget Religion, livssyn og etikk (RLE) til elever på 5. trinn, det vil si 10-åringer, ved "Kystby" barneskole i Agder.

• Haakedal, Elisabet (2010). Tidsbilder fra skolens religionsundervisning: 9- og 10-åringers arbeid med bibelfortellingers verdi- og moralformidling. I Smidt, Jon; Folkvord, Ingvild & Aasen, Arne Johannes (Red.), Rammer for skriving. Om skriveutvikling i skole og yrkesliv. Tapir Akademisk Forlag. ISSN 978-82-519-2567-9. s. 207–228. Vis sammendrag

  Bibelfortellingenes status på skolens primærtrinn (kalt barnetrinnet da folkeskolen ble utvidet til niårig grunnskole) har gjennomgått en markant endring den siste femtiårsperioden. På 1950- og 60-tallet dominerte disse fortellingene det religionsfaglige stoffutvalget, mens de i det første tiåret etter tusenårsskiftet bare utgjør en mindre del. Mer interessant enn stoffandeler er likevel bibelfortellingenes funksjon og betydning for leserne, dvs. elevene som oppvoksende generasjon i samspill med lærerne. Fra en samling arbeidsbøker, produsert overveiende av sørlandselever mellom 1955 og 2005, er det valgt ut et lite antall arbeider med verdiformidlende bibelfortellingsstoff. Disse elevuttrykkene tolkes som tidsbilder fra barnetrinnets religionsundervisning, dels som eksempler på kristen eller kristenhumanistisk verdi- og morallæring og dels i lys av kollektiv erindringsteori.

• Haakedal, Elisabet (2010). Norwegian Religious Education Workbooks after World War II: Exploring Teachers' Workbook Constructions by Interpreting Traces of Textbooks and National Curricula. Scandinavian Journal of Educational Research. ISSN 0031-3831. 54(1), s. 61–81. doi: 10.1080/00313830903488478. Vis sammendrag

  Twenty religious education (RE) workbooks covering half a century were examined in a search for RE teachers' typical patterns of workbook construction. Three chronological main types were distinguished: "the biblical workbook," " the workbook of Christian cultural nurture," and " the RE workbook of diversity." Of greater interest, however, were the particularities found in a few workbooks produced in the two interims between the chronological types. This article discusses-in the light of collective memory theory, social semiotics, and Norwegian RE history-the meaning of the teachers' implicit contributions to the typical as well as the untypical workbook constructions. The concept of an " irreducible tension" between active agents and mediating means is found analytically fruitful. Religious education teachers are seen as cultural reproducers, interplaying with the central contextual curricular factors. In times of interlude and change, teachers have had other sets of contextual conditions and contingencies than in times of stability. The relatively quick implementation of a non-confessional RE after the 1997 school reform is interpreted in line with economic priorities and with a curricular adjustment to the changed " spirit of the times."

• Haakedal, Elisabet (2009). School festivals, collective remembering and social cohesion: A case study of changes in Norwegian school culture. Journal of Religious Education. ISSN 1442-018X. 57(3), s. 46–55. Vis sammendrag

  How does a particular Norwegian primary school community interact while preparing and carrying through the festivals of Advent/Christmas, Easter and the National Day at the end of the first decade of the 21st century? Particularly, what is the relationship between the Principal and involved staff members regarding the school¿s festival culture? How may possible changes in the school's festival culture be interpreted and tentatively explained? A number of collective assemblies as well as lessons of religion and life view education were observed over a period of two years, and staff members were interviewed. Observations of festival assemblies over a period of nearly twenty years are included as a comparative context. The school¿s collective festival periods are analysed by references to theories of collective memory. Contrasting and shared interests of school and ?church?, of leaders, staff and cultural majorities and minorities are discussed. As for the school of the case study, the keeping up of the identity of its cultural majority group was concretized through ?weak? commemorative ceremonies. The festival periods were handled through current negotiations between actively involved members of both school and faith organisations. A final comment to the results of the study deals with the continued, though weakened, hegemonic character of the case school's festival culture and its possible interactions with social cohesion processes.

• Haakedal, Elisabet (2008). Elevarbeidsboka gjennom femti år, Gud på Sørlandet, red. av A. Løvland, P. Repstad, E. S. Tønnessen. Portal. s. 112–113.
• Haakedal, Elisabet (2008). Lived Religion in Norwegian Pupils' Religious Education Workbooks, Lived Religion: Conceptual, Empirical and Practical-Theological Approaches: Essays in Honor of Hans-Günter Heimbrock/ edited by Heinz Streib, Astrid Dinter and Kerstin Söderblom. Brill Academic Publishers. s. 39–51.
• Haakedal, Elisabet (2007). Does public religious education imply 'symbolic violence'? In search of a political theory of religious education, Jeff Astley, Leslie Francis and Mandy Robbins (Eds.) Peace or violence. The ends fo religious education?. University of Wales Press. s. 131–150. Vis sammendrag

  In this article, the author draws on the concept of 'symbolic violence' (as it it understood by the French sociologist Pierre Bourdieu) as a platform for discussing some basic issues in anthropology and epistemology that are relevant to a political theory of pluralistic religious education. It is argued that public religious education need not be symbolically violent. The author proposes 'symbolic competition' as a bridge to an alternative understanding of the subject.

• Haakedal, Elisabet (2007). Situated practice among RE teachers. A discussion of school rituals, cultural contexts and professional ethics, Cok Bakker & Hans-Günter Heimbrock (Eds.) Researching RE teachers. RE teachers as researchers. Waxmann Verlag. s. 37–51. Vis sammendrag

  Why are schools different with regard to RE practice? This question is discussed on the basis of Pierre Bourdieu's theory of cultural reproduction and Gerhard Arfwedson's theory of school codes emphasizing influence from local contextual factors on teachers? work. The latter is supported by analyses of data from Norway. The power struggle over changes in Norwegian RE is seen as illustrative of a bourdieuan "field" of public RE in western democracies. Brief reference is given to a discourse on the expertise, ethics and jurisprudence of Norwegian RE after 1997. As a basis for teacher ethics the philosophy of Tage Kurtén is recommended because it pays attention to the situated practice of responsible agents.

• Haakedal, Elisabet (2006). Philosophies of life and painful experiences a comparative insight based on writings of John M. Hull and Julian of Norwich. Studia Theologica - Nordic Journal of Theology. ISSN 0039-338X. 60(1), s. 42–61. Vis sammendrag

  How are personal philosophies of life put together, maintained and changed? What may extensive suffering contribute to a philosophy of life? Writings by the contemporary philosopher of religious education, John M. Hull, and the medieval mystic, Julian of Norwich, are explored in order to comment on these questions. Several layers of contexts are considered while the two authors' painful experiences, theological characteristics and motivations for communication are compared. The writings reveal different forms of pain and suffering, all contributing to the interaction between non-mental circumstantial and deliberate changes in John's and Julian's philosophies of life. The exploration of philosophies of life and suffering is put forth as a recommendation of the Nordic academic field called the study of life-views or life-interpretations.

• Haakedal, Elisabet (2002). Religionslærer i grunnskolen - sørlandske rolletolkninger? Bløde konsonanter - hard religion? Endringer i Sørlandets liv på 1900-tallet. s. 128–139.
• Haakedal, Elisabet (2001). Contextual Teaching and Learning in Religious Education. A Discussion of Practices and Reflections of an Eastern and a Western Norwegian Primary School Teacher, Towards Religious Competence. Diversity as a Challenge for Education in Europe. LIT Verlag, Münster. s. 165–179.
• Haakedal, Elisabet (2001). From Lutheran Catechism to World Religions and Humanism: Dilemmas and Middle Ways through the Story of Norwegian Religious Education. British Journal of Religious Education. ISSN 0141-6200. s. 88–97. Vis sammendrag

  This article traces the socio-cultural development of Norwegian religious education in order to discuss the present syllabus of the subject, introduced through the 1997 National Curriculum. The syllabus is controversial, and an interpretation of it becomes paramount. With 'the making of the modern Norwegian nation-state' as historical context, a story may be told of democratic liberation, emphasising the gaining of equal rights and social justice through one common educational institution. In the story, the 1997 religious education syllabus is interpreted as a middle way between the bureaucratic functionalism of the nation-state and the 'free choice' ideology of modern individualism.

• Haakedal, Elisabet (1995). Religionspedagogikkens tverrfaglighet: tilbakeblikk, status og muligheter, Religiøse og pedagogiske idealer, red. av H. Leganger-Krogstad og E. Haakedal, KULTs skriftserie nr. 42. Norges forskningsråd. s. 8–52.

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• Haakedal, Elisabet (2023). Elevtekster, læreboktekster og hellig tekst. En empirisk og praksisnær utforskning av hellig tekst-didaktikk. IKO-forlaget A/S. ISBN 9788282494915. 260 s. Vis sammendrag

  Elevtekster, læreboktekster og hellig tekst handler om grunnskoleelevers møte og arbeid med hellig tekst. Boka anvender et vidt hellighetsbegrep. Omkring hundre elevarbeider fra tiden 1997 til 2017 i KRL/RLE/KRLE-faget er brukt i forskningen. Elevene har løst oppgaver i nær kontakt med lærebøkenes fagstoff om små og store religioners autoritative tekster og materielle uttrykk. Elevarbeidet handler om fortellinger fra Tanakh, den kristne Bibel, Koranen og Tripitaka, om hinduiske gudefortellinger, gresk mytologi og samisk sjamanisme. Elevene har møtt forestillinger om hellighet og modernitet, har lært om trostradisjoner og uttrykt egne tanker.

• Afdal, Geir; Haakedal, Elisabet; Haakedal, Elisabet & Leganger-Krogstad, Heid (1997). Tro, livstolkning og tradisjon. Innføring i kontekstuell religionsdidaktikk. Aschehoug & Co. ISBN 82-518-3274-8. 378 s.
• Afdal, Geir; Haakedal, Elisabet & Leganger-Krogstad, Heid (1997). Tro, livstolkning og tradisjon : innføring i kontekstuell religionsdidaktikk. Aschehoug & Co. ISBN 8251832748. 378 s.

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• Hartvigsen, Kirsten Marie & Haakedal, Elisabet (2021). Jesus’ Parables for and by Ten‐year‐olds: Applying Conceptual Blending Theory in In‐depth Analyses of Pupils’ RE Texts in the Context of Norwegian IPRE.
• Haakedal, Elisabet (2017). Jesu lignelser i elevarbeider og lærebøker, 20 år etter KRL.
• Haakedal, Elisabet (2013). 'Proximity of practices' in Norwegian and British religious education research: A comparative study of four cases of teacher education based research and developmental work.
• Haakedal, Elisabet (2013). Spiritual nurture for 0-18 year olds: A comparison of the practical and written levels of two local plans for Christian education in the Church of Norway.
• Haakedal, Elisabet (2012). Presentasjon av forskningsrapporten Samarbeid på tvers: Samarbeidet mellom Den norske kyrkja og offentlege institusjonar innan utdanning og kultur.
• Haakedal, Elisabet (2012). Sammensatte tekster. Hva er multimodalitetsteori og hvordan bruke den i TOR-relevant FOU-arbeid?
• Haakedal, Elisabet (2012). Maps, Stories and Notions of 'Holiness' in Identity Formation: A comparison om some Norwegian pupils' texts from religious education workbooks over 50 years, applying theories of collective memory.
• Haakedal, Elisabet (2010). Livstolkning i KRL/RLE. Om (læreplan)aktører og livstolkningsbegrepets plass og funksjon i fire planer. Religion og livssyn : Tidsskrift for religionslærerforeningen i Norge. ISSN 0802-8214. 22(2), s. 27–33. Vis sammendrag

  Hva slags plass har livstolkning i KRL/RLE-planene? Og hva slags plass bør det ha? Artikkelen viser at begrepet livstolkning bringer oss i kontakt med sentrale trekk ved dette grunnskolefagets fødsel og utvikling.

• Haakedal, Elisabet (2009). Hvordan 'lese' endringer i skolens høytidskultur?
• Haakedal, Elisabet (2009). School festivals, collective remembering and social cohesion: A case study of changes in Norwegian school culture.
• Haakedal, Elisabet (2008). Skriving i grunnskolens religions- og livssynsfag. En historisk sammenligning av 9- og 10-åringers fagtekster.
• Haakedal, Elisabet (2008). Gender and agency in religious education workbooks: Collective memory and regional socialisation. Vis sammendrag

  A little more than one hundred religious education workbooks from seven to twelve-year-old pupils (spread over the period from 1955 to 2005) have been studied with a focus on the following research questions: How may one distinguish regional, local and personal factors in a collection of pupils¿ RE workbooks? What are the characteristic features of such factors? How may a small number of expressions with a high degree of regional, local and personal features be interpreted, especially with regard to typically gendered features? Distinctive features have been found, features indicating a process of secularisation and some interesting variations with regard to the pupils' sex/ gender, particularly in workbooks from the so-called 'Bible-belt' on the southern coast of Norway. The paper documents and discusses - in the light of collective memory theory as well as socialisation theory - possible meanings of some workbook expressions chosen according to a set of introductorily explored criteria. At the end of the paper a short comparison is made between the chosen expressions and expressions primarily testifying to a high degree of central institutional influencing factors (explored in a previous study).

• Haakedal, Elisabet (2008). Changing perspectives in pupils¿ expressions of religions and life views in Norwegian primary school workbooks. Vis sammendrag

  The paper is an exploration of pupils¿ expressions in workbooks (i.e. writing and drawing books) used in religious education and other relevant subjects in the Norwegian primary school from 1955 to 2005. The research questions are: What and how can pupils¿ representations of central tenets in different religions and life views tell about the changing perspectives used in the processes of the pupils¿ learning about and from the subject matter? How may the variety of perspectives be interpreted? About one hundred workbooks from thirty-seven informants were collected. A selection of the pupils¿ expressions (units of meaning) is explored by way of social semiotic theory as well as socio-cultural theory of learning. Nearly all the RE expressions from the earliest and middle decades deal with Christianity, while there are a few expressions covering e.g. Islam in history workbooks. Expressions from the last decade cover the main world religions and Humanism. As for results, the RE expressions from the earliest decades in general represent a taken-for-granted cultural formative Christian position, while Islam is presented from a historical perspective of distance. In the1980s and 1990s there are a few expressions representing particular Christian doctrines, e.g. of the Trinity. The expressions from after the mid-1990s bring several perspectives, often a generalised insiders¿ perspective or a simplified ¿objective¿ perspective. However, there are also more variations and more elements of pupils¿ creativity. The paper concludes with a few comments on the current educational discourse on perspectives in Norwegian RE.

• Haakedal, Elisabet (2007). Lived Religion in Norwegian Pupils' Religious Education Workbooks?
• Haakedal, Elisabet (2007). Norwegian RE Workbooks Half a century of constructions of pupils' expressions in religious education. Vis sammendrag

  This article deals with the phenomenon of pupils' workbooks in Norwegian religious education (RE) since the 1950s. The following issues are raised: What are 'RE workbooks'? What are their typical constructions with regard to form and content? What functions may the workbooks have had? What, if any, is the workbooks' contribution to the general story of Norwegian RE? The study is based on twenty workbooks from eighteen informants. As a result of the study, three main chronological types of RE workbooks have been distinguished: 'the biblical workbook', 'the workbook of Christian cultural nurture' and 'the workbook of diversity'. The characteristic constructions of the pupils' expressions are analysed by way of curriculum theory and socialisation and secularisation theory. Socio-cultural theory of learning is mentioned but not unfolded. Pupils' learning through workbooks is surely acknowledged but postponed for a future historical study. In stead, the contextual voices in the workbooks are emphasised.

• Haakedal, Elisabet (2007). Memories and modalities in pupils' expressions in Norwegian religious education workbooks.
• Haakedal, Elisabet (2007). Pupils' workbooks in Norwegian Religious Education: A comparison of multi-mediated expressions from the 1960s, 1980s and 2000s.
• Haakedal, Elisabet (2005). Skolegudstjeneste, tradisjon og endring. Fædrelandsvennen. ISSN 0805-3790.
• Haakedal, Elisabet (2002). Church Service - School Service: A Discussion of Changes in Rituals and Roles in the Annual Cycle of Celebration in the Norwegian Compulsory School. Vis sammendrag

  The paper is based on data from empirical studies during the 1990s in Southern Norway. Traditionally there has been a close link between the Norwegian established church and the compulsory school, both formally and at the central levels, and more informally at the local level. Informal annual practice has to some degree involved end of term religious services before Christmas and Summer holidays. Particularly the Christmas service has been much practiced. With regard to the Summer service, changes seem to have occurred, at least at some schools. Instead of the last day of term, the service has been arranged either before Easter of at Whitsun. However, some schools have kept the older tradition and are experimenting with the content. The paper draws on religious services observed in the early and late 1990s after the School Reform of 1997. The lutheran clergy then lost the right of supervising the religious education which profile changed from an open-ended confessional to a culturally based type. With the Reform, the informal phenomenon - of the local school religious services - was made more formal by its being mentioned in the National Curriculum of 1997 and the Education Act of 1998, that is, in connection with exemption rights. While trying to understand and explain the historic development that seems to have taken place, as well as the contemporary unstable situation with regard to the content of school religious services, the paper draws on theory from sociology of religion, school leadership and professional roles. The metaphor of 'service' is reflected on.

• Botvar, Pål Ketil; Brottveit, Ånund; Hoel, Nina Birgette Petersen; Haakedal, Elisabet & Schmidt, Ulla (2015). Avsluttet reform eller fortsatt læring og utvikling? Trosopplæring som samarbeidsform i menighetene. KIFO, Institutt for kirke-, religions- og livssynsforskning. ISSN 978-82-92972-38-0.
• Aagedal, Olaf; Haakedal, Elisabet & Kinserdal, Frode (2014). Profesjonalisering og frivillighet. Trosopplæringsreformen og samarbeid mellom Den norske kirke og de kristne organisasjonene. KIFO Stiftelsen Kirkeforskning. ISSN 978-82-92972-35-9.
• Botvar, Pål Ketil; Haakedal, Elisabet & Kinserdal, Frode (2013). Når porten gjøres vid. Evaluering av trosopplæringens breddetiltak. KIFO Stiftelsen Kirkeforskning. ISSN 978-82-92972-32-8.
• Fuglseth, Kåre Sigvald; Haakedal, Elisabet & Schmidt, Ulla (2012). Lokale trusopplæringsplanar. Innhald og prosess. KIFO, stiftelsen kirkeforskning. ISSN 978-82-92972-28-1.
• Fuglseth, Kåre Sigvald & Haakedal, Elisabet (2012). Samarbeid på tvers. Samarbeidet mellom Den norske kyrkja og offentlege institusjonar innan utdanning og kultur. KIFO, stiftelsen kirkeforskning. ISSN 978-82-92972-23-6. Fulltekst i vitenarkiv
• Haakedal, Elisabet (2005). Å være religionslærerutdanner: Noen refleksjoner over konkurranse om fagprinsipper. Universitetet i Agder. ISSN 8271175580.
• Haakedal, Elisabet (2004). "Det er jo vanlig praksis hos de fleste her ..." Religionslærerrolle, livstolkning og skolekulturell ritualisering - en religionspedagogisk studie av grunnskolelæreres handlingsrom på 1990-tallet. Universitetet i Oslo. Vis sammendrag

  Avhandlingen er en fortolkning av det å være religionslærer i grunnskolen. Studiens empiriske kildemateriale dekker religionsundervisning og relevant skolekulturell praksis under innføringen av Reform 97. Det felles obligatoriske faget kristendomskunnskap med religions- og livssynsorientering avløste da kristendomskunnskap og alternativ livssynskunnskap. Avhandlingens tittel er en uttalelse fra en klassestyrer ved en barneskole i Vest-Agder det andre reformåret. Uttalelsen gjaldt tradisjonell morgensamling med sang og bønn. Kildematerialet dekker til dels også religionsundervisning fra tidlig på 1990-tallet. I avhandlingen sammenlignes lærere i Vest-Agder med lærere i to østnorske fylker. Studien søker å holde sammen religionslærernes egen oppfatning av sin undervisningssituasjon og praksis med en teoretisk tolkning av samspillet mellom religionslærerrolle og grunnskolekultur. De teoretiske hovedperspektivene er hentet fra handlingsteorien og den refleksive sosiologien til franskmannen PierreBourdieu, og livssynsforskningen og den kontekstuelle teologien til finlenderen Tage Kurtén. Det er grunnleggende forskjeller i forskningsprosjektene deres. Bourdieus materialistiske virkelighetssyn, naturalistisk pregede menneskesyn, samt universaliserende resultatorienterte moraloppfatning står mot Kurténs språkspillrelaterte virkelighetstolkning, humanistisk tillitsforankrede menneskesyn og holdningsbaserte moralfilosofi. Tross forskjellene er begge opptatt av det kulturelt selvsagte, dvs. den språklig ureflekterte, men likevel virksomme kultur- og livstolkningsbasisen i det enkelte individs (språk)praksis. I studiet av religionslærernes yrkesrefleksjon og praksis har disse kulturteoretiske og antropologiske perspektivene stått sentralt. Studien støtter generell utdanningssosiologi som fastholder at skolen og lærerne utgjør en sentralfunksjon for den moderne statsmakten mht. sosial og kulturell reproduksjon. Som hierarkiske statsinstitusjoner legger grunnskolen og den etablerte kirken sterke føringer for religionslæreres yrkespraksis. Avhandlingen konkluderer likevel med at informantene har hatt en viss yrkesfrihet på lokalplanet, i skole- og klasseromskulturen. En av studiens konkrete resultater er en femdelt religionslærertypologi, basert på lærernes alder, generasjonstilhørighet og individuelle livstolkning. Det dreier seg om 1) den tradisjonelt religiøse eldre læreren, 2) den bevisst kristne yngre læreren, 3) den tradisjonsbevisste tvileren, 4) den bevisst agnostiske læreren, og 5)den privatreligiøse yngre læreren. Både kvantitativt og kvalitativt kildemateriale indikerer en pluraliseringstendens i de yngre grunnskolelærernes utforminger av religionslærerrollen, dvs. en større grad av mangfold enn i midtgenerasjonens og de eldrelærernes mer polariserte tolkninger. Lærerne i disse to aldersgruppene framsto oftest enten som statskirkelojale religiøse sosialiseringsagenter eller som humanistiske oppdragere på storsamfunnets vegne. I avhandlingen vurderes lærernes varierte ogdelvis reflekterte bruk av det lokale handlingsrommet positivt i lys av en kulturfaglig religionspedagogikk. Denne vurderingen skjer med tilslutning til Tage Kurténs menneskesyn og moralforståelse.

• Leganger-Krogstad, Heid; Haakedal, Elisabet & Haakedal, Elisabet (1995). Religiøse og pedagogiske idealer. Norges forskningsråd. ISSN 8212006034. Vis sammendrag

  Bidrag fra seminaret Religiøse og pedagogiske idealer, Kristiansand 1994. Inngår i forskningsprosjektet Regional religiøsitet. "Prosjektet er en del av Norges forskningsråds program for Kultur- og tradisjonsformidlende forskning (KULT)"

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