This book examines Sami shamanism in Norway as a uniquely distinctive local manifestation of a global new religious phenomenon. It takes the diversity and hybridity within shamanic practices seriously through case studies from a Norwegian setting and highlights the ethnic dimension of these currents, through a particular focus on Sami versions of shamanism. The book's thesis is that the construction of a Sami shamanistic movement makes sense from the perspective of the broader ethno-political search for a Sami identity, with respect to connections to indigenous peoples worldwide and trans-historically. It also makes sense in economic and marketing terms. Based on more than ten years of ethnographic research, the book paints a picture of contemporary shamanism in Norway in its cultural context, relating it both to the local mainstream cultures in which it is situated and to global networks. By this, the book provides the basis for a study revealing the development of inventiveness, nuances and polyphony that occur when a global religion of shamanism is merged in a Norwegian setting, colored by its own political and cultural circumstances.

How do contemporary teenagers experience and understand religious, spiritual, gender and sexual diversity? How are their experiences mediated by where they go to school, their faith and their geographic location? Are their outlooks materialist, religious, spiritual, or do they have hybrid identities? Freedoms, Faiths and Futures: Teenage Australians on Religion, Sexuality and Diversity offers powerful insight into how teenagers make sense of the world around them. Drawing on rich data from a major national study, this book creates new ways of understanding the complexity of young people's lives and how school education covering diversity best addresses their world. This book argues that school education focused on worldviews is founded on ways of thinking about young people that do not reflect the complexities of Generation Z's everyday experiences of diversity and their interactions with each other. It argues that certain kinds of education in schools can play a significant role in developing religious literacy, tolerance and positive attitudes to diversity.