A study of how upper secondary school religious education teachers approach teaching about honour-related violence and oppression.

Honor-related violence and oppression is a social phenomenon that involves issues of religion, power, gender, and human rights. According to governing educational documents, schools have a clear responsibility to educate and prevent honor-related violence and oppression, while such teaching is also characterized by significant didactic challenges. The aim of this study is to examine how upper secondary school teachers of religious education approach teaching about the subject, which didactic strategies are employed, and which factors influence whether and how the topic is addressed in instruction. The study was conducted using a qualitative method in the form of semi-structured interviews with six upper secondary school teachers of religious education. The empirical material was analyzed thematically and interpreted in relation to previous research, background, and the theoretical framework. The results show that teachers have different interpretative frameworks for the phenomenon, and that these frameworks shape new conditions for whether and how teachers teach about honor-related violence and oppression.