This paper explores how Danish teachers deal with controversial issues in religious education (RE). The study uses a mixed-methods approach, incorporating both survey data and observational data collected from workshops with teachers across eight public schools. The analysis will examine which issues teachers consider controversial in RE and the specific challenges they face when addressing these topics in the classroom. Furthermore, it will explore characteristics with the student talks on controversial issues in two RE-classes.
The findings of this study underscore the importance of recognizing contextual factors, related to societal, school, and classroom contexts, when dealing with controversial issues in RE. It illustrates how national and transnational discourses on controversies can manifest within the classroom setting and influence students' attitudes toward particular religions or religious practices.
Finally, the paper will explore teaching strategies that create an environment in which the classroom can function as a “community of disagreement”.