{"title":"Boys in Religious Education – a difficult relationship?! Considering perspectives of boys in a gender-balanced pedagogy of diversity","authors":"Th. Knauth","doi":"10.24908/EOE-ESE-RSE.V19I0.11921","DOIUrl":null,"url":null,"abstract":"Pedagogy of Religion has been, for a long time, pedagogy of skipped gender difference. In a wrong generalization, students were talked about sweepingly. However, Religious Education (RE) never was neutral to gender; when it pretended to be so it actually supported male dominance. Crucial for the pioneer work of feminist theology was to reveal the gender veil (Pissarek-Hudelist, 1981, p. 47-71): The silence about the significance of gender supported an unreflected acceptance of maleness as the standard. Feminist religious pedagogy tried to overcome androcentrism, the dominance of male perspectives in religious education in contents, aims, and interactions (Jakobs 1994, p. 97-106; Kohler-Spiegel, 1995, p. 204-211; Pithan, 1993, p. 421-435). Outcomes of research in Feminist Theology and feminist approaches to Religious Education have led to a necessary emphasis on structural discrimination of girls in school education and contributed to increasing awareness of gender bias in RE-approaches. The feminist perspective was bitterly needed and still is. But while the way of looking at girls, their life situations, needs, and gender-related educational approaches could become more differentiating, the perspective on boys has remained strangely bleak, being stuck in the criticism of male dominance.","PeriodicalId":41777,"journal":{"name":"Encounters in Theory and History of Education","volume":"152 1","pages":""},"PeriodicalIF":0.3000,"publicationDate":"2018-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Encounters in Theory and History of Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.24908/EOE-ESE-RSE.V19I0.11921","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Pedagogy of Religion has been, for a long time, pedagogy of skipped gender difference. In a wrong generalization, students were talked about sweepingly. However, Religious Education (RE) never was neutral to gender; when it pretended to be so it actually supported male dominance. Crucial for the pioneer work of feminist theology was to reveal the gender veil (Pissarek-Hudelist, 1981, p. 47-71): The silence about the significance of gender supported an unreflected acceptance of maleness as the standard. Feminist religious pedagogy tried to overcome androcentrism, the dominance of male perspectives in religious education in contents, aims, and interactions (Jakobs 1994, p. 97-106; Kohler-Spiegel, 1995, p. 204-211; Pithan, 1993, p. 421-435). Outcomes of research in Feminist Theology and feminist approaches to Religious Education have led to a necessary emphasis on structural discrimination of girls in school education and contributed to increasing awareness of gender bias in RE-approaches. The feminist perspective was bitterly needed and still is. But while the way of looking at girls, their life situations, needs, and gender-related educational approaches could become more differentiating, the perspective on boys has remained strangely bleak, being stuck in the criticism of male dominance.
长期以来,宗教教育学一直是一种跳过性别差异的教育学。在一个错误的概括中,学生被笼统地谈论。然而,宗教教育(RE)从未对性别保持中立;当它假装如此时,它实际上是支持男性统治的。女权主义神学的先驱工作至关重要的是揭示性别面纱(Pissarek-Hudelist, 1981, p. 47-71):对性别重要性的沉默支持了对男性作为标准的不加思考的接受。女权主义宗教教育学试图克服男性中心主义,即男性视角在宗教教育内容、目标和互动方面的主导地位(Jakobs 1994,第97-106页;Kohler-Spiegel, 1995, p. 204-211;Pithan, 1993,第421-435页)。女性主义神学和女性主义宗教教育方法的研究结果导致了对学校教育中女孩结构性歧视的必要强调,并有助于提高对re方法中性别偏见的认识。女权主义的观点过去是非常需要的,现在也是。但是,尽管看待女孩的方式、她们的生活状况、需求和与性别相关的教育方法可能会变得更加不同,但对男孩的看法仍然奇怪地黯淡,被困在对男性统治的批评中。