{"title":"The lived religious beliefs and experiences of English Hindu teenagers at home and at school","authors":"Joseph Chadwin","doi":"10.1080/01416200.2023.2184326","DOIUrl":null,"url":null,"abstract":"ABSTRACT This paper constitutes a study of the lived religious identity and practice of Hindu teenagers in the UK. More specifically, utilising an ethnographic approach designed to give voice to what is academically an extremely unrepresented religious community, this is a study of how Hindu teenagers in the UK experience their religion at home and at school. After outlining the contrast between these teenagers’ home life and school experience, I ultimately argue that Hindu teenagers experience a strong sense of cognitive dissonance pertaining to their religious identity: a juxtaposition between their home life and school life whereby the former is a healthy relationship with their religion and the latter is a sense of anger and shame. Finally, I outline what in particular the teenagers themselves believe is lacking in the RE classroom and what they regard as the key features of their Hindu faith.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"101 6","pages":"251 - 262"},"PeriodicalIF":0.7000,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Journal of Religious Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/01416200.2023.2184326","RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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Abstract
ABSTRACT This paper constitutes a study of the lived religious identity and practice of Hindu teenagers in the UK. More specifically, utilising an ethnographic approach designed to give voice to what is academically an extremely unrepresented religious community, this is a study of how Hindu teenagers in the UK experience their religion at home and at school. After outlining the contrast between these teenagers’ home life and school experience, I ultimately argue that Hindu teenagers experience a strong sense of cognitive dissonance pertaining to their religious identity: a juxtaposition between their home life and school life whereby the former is a healthy relationship with their religion and the latter is a sense of anger and shame. Finally, I outline what in particular the teenagers themselves believe is lacking in the RE classroom and what they regard as the key features of their Hindu faith.
期刊介绍：
The British Journal of Religious Education (BJRE) is an international peer-reviewed journal which has a pedigree stretching back to 1934 when it began life as Religion in Education. In 1961 the title was changed to Learning for Living, and the present title was adopted in 1978. It is the leading journal in Britain for the dissemination of international research in religion and education and for the scholarly discussion of issues concerning religion and education internationally. The British Journal of Religious Education promotes research which contributes to our understanding of the relationship between religion and education in all phases of formal and non-formal educational settings. BJRE publishes articles which are national, international and transnational in scope from researchers working in any discipline whose work informs debate in religious education. Topics might include religious education policy curriculum and pedagogy, research on religion and young people, or the influence of religion(s) and non-religious worldviews upon the educational process as a whole.
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