Understanding of Identity and Religious Studies : A Critical Discourse Analysis of two Textbooks in Religion Studies

This study examines how identity is presented in two religious education textbooks using a comparative critical discourse analysis. The findings identify two dominant discourses: an “essentialist identity discourse” and an “individualistic identity discourse.” The former presents identity as static and closely tied to religion and group affiliation, risking the reproduction of stereotypes, while the latter portrays identity as dynamic and fluid, more closely aligning with the core values of schooling and the aims of the subject as outlined in Lgr 22. The study emphasizes the role of textbooks as discursive actors and highlights the need for critical engagement with teaching materials in religious education.