Islamofobi i skolan - lärarens pedagogiska utmaning?

Sammanfattning

Islamophobia has become an increasingly visible societal issue with clear implications for schools and educational practice. In the school context, islamophobia can manifest through stereotypes, discriminatory attitudes and practices that affect students’ sense of safety, participation and learning. The aim of this study is to examine how islamophobia is defined and understood in contemporary research and to explore the pedagogical challenges it poses for teachers, with a particular focus on Religious Education. The study is conducted as a literature review based on national and international research as well as relevant policy documents. The material was collected through database searches in SwePub, ERIC, LibSearch and analysed with regard to definitions of islamophobia, its expressions in school settings and pedagogical responses. The findings indicate that islamophobia is a complex and multidimensional phenomenon shaped by both individual attitudes and broader societal discourses. Teaching about islamophobia is often perceived as sensitive and controversial, which places high demands on teachers’ didactic competence. At the same time, research highlights that inclusive learning environments, critical thinking, empathy-based approaches and an emphasis on religious diversity can contribute to reducing islamophobic attitudes in the classroom.