SKAM i religionsundervisningen
(2018) ÄRED04 20182Centre for Theology and Religious Studies
- Abstract
- The Norwegian TV-series named SKAM became extremely popular all around the world in 2017. The same year the last season premiered. The main character in this season is named Sana. The theme in the last season is Sana’s Muslim religiosity and how her Muslim identity is problematized in relation to the Norwegian society. The purpose of this essay is to explore the way SKAM portraits and problematizes the Muslim religiosity and identity in the secular western society. Besides that compose a lesson example for the course Religionskunskap 1 including the fourth season of SKAM. Previous research is showing the value of using popular culture as an educational tool since there’s a lack of Muslim representation in the media. The didactic theories... (More)
- The Norwegian TV-series named SKAM became extremely popular all around the world in 2017. The same year the last season premiered. The main character in this season is named Sana. The theme in the last season is Sana’s Muslim religiosity and how her Muslim identity is problematized in relation to the Norwegian society. The purpose of this essay is to explore the way SKAM portraits and problematizes the Muslim religiosity and identity in the secular western society. Besides that compose a lesson example for the course Religionskunskap 1 including the fourth season of SKAM. Previous research is showing the value of using popular culture as an educational tool since there’s a lack of Muslim representation in the media. The didactic theories presented in this essay are showcasing the importance of introducing familiar experiences from the student’s own lives in the education. By using familiar experiences combined with new perspectives the students will be able to gain new knowledge. In that way popular culture can help them grow and form their own identity.
The analysis of SKAMs fourth season is based on twelve scenes that are organized into four different categories. The four different categories are called: Muslim traditions and rituals, the cultural interactions between Islam and the Norwegian society, identity formation and identity challenging situations and preconceptions about Muslims. The different scenes are described in an objective way and interpreted based on that. The result shows that SKAM portraits a public everyday Muslim religiosity with technical and modern elements and diversity within the religion. SKAM problematizes the cultural interaction between Islam and the Norwegian society by addressing prejudices Muslims have to deal with and by showing Sana having what I call a multiple identity-affiliation to Islam as well as Norwegian and Moroccan societies. The lesson example includes watching scenes from SKAM, discussing them and writing an individual paper. To summarize: SKAM is a good example of popular culture that could be used as an educational tool in the course Religionskunskap 1. The way the series portraits and problematize Muslim religiosity and identity could help the student in forming their own identity. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9006666
- author
- Lindh, Anna LU
- supervisor
- organization
- alternative title
- En undersökning av hur populärkultur behandlar muslimsk religionsitet, identitet och kulturmöten
- course
- ÄRED04 20182
- year
- 2018
- type
- M2 - Bachelor Degree
- subject
- keywords
- Populärkultur, SKAM, islam, religiositet, identitetsskapande
- language
- Swedish
- id
- 9006666
- date added to LUP
- 2021-02-22 08:56:21
- date last changed
- 2021-02-22 08:56:21
@misc{9006666,
abstract = {{The Norwegian TV-series named SKAM became extremely popular all around the world in 2017. The same year the last season premiered. The main character in this season is named Sana. The theme in the last season is Sana’s Muslim religiosity and how her Muslim identity is problematized in relation to the Norwegian society. The purpose of this essay is to explore the way SKAM portraits and problematizes the Muslim religiosity and identity in the secular western society. Besides that compose a lesson example for the course Religionskunskap 1 including the fourth season of SKAM. Previous research is showing the value of using popular culture as an educational tool since there’s a lack of Muslim representation in the media. The didactic theories presented in this essay are showcasing the importance of introducing familiar experiences from the student’s own lives in the education. By using familiar experiences combined with new perspectives the students will be able to gain new knowledge. In that way popular culture can help them grow and form their own identity.
The analysis of SKAMs fourth season is based on twelve scenes that are organized into four different categories. The four different categories are called: Muslim traditions and rituals, the cultural interactions between Islam and the Norwegian society, identity formation and identity challenging situations and preconceptions about Muslims. The different scenes are described in an objective way and interpreted based on that. The result shows that SKAM portraits a public everyday Muslim religiosity with technical and modern elements and diversity within the religion. SKAM problematizes the cultural interaction between Islam and the Norwegian society by addressing prejudices Muslims have to deal with and by showing Sana having what I call a multiple identity-affiliation to Islam as well as Norwegian and Moroccan societies. The lesson example includes watching scenes from SKAM, discussing them and writing an individual paper. To summarize: SKAM is a good example of popular culture that could be used as an educational tool in the course Religionskunskap 1. The way the series portraits and problematize Muslim religiosity and identity could help the student in forming their own identity.}},
author = {{Lindh, Anna}},
language = {{swe}},
note = {{Student Paper}},
title = {{SKAM i religionsundervisningen}},
year = {{2018}},
}