The generalized "we" in Religious Education

In a non-denominational, secularised school, it can be argued that a generalised ’we’ is no longer acceptable in the subject of Kristendomskundskab (litt: knowledge of Christianity). The school of the multicultural society requires a differentiated "we". On the other hand, the public school as a common educational institution requires a common "we". The subject was separated from the Danish National Church in 1975, which naturally means that schools should not contribute to a religious influence on pupils. At the same time, the school must provide knowledge and skills about Christianity, other religions, philosophy and ethics to support and ensure that pupils become "familiar with Danish culture and history" and "gain an understanding of other countries and cultures" and become democratically educated and develop in a versatile way (cf. § 1). What legitimate generalized "we" can be found in Religious Education, and how can the generalized "we" contribute to pupils’ opportunities for participation in the subject? These are some of the questions that the presentation will address, which are crucial for developing an inclusive learning environment in the subject. The presentation is based on an ongoing PhD study entitled "Participation opportunities in Kristendomskundskab (Religious Education)", which, based on classroom studies and teacher and pupil interviews, aims to identify and reduce barriers to participation in Religious Education in order to create inclusive learning environments with academic benefits.