Pub Date : 2022-07-03DOI: 10.1080/15507394.2022.2102874
K. O’Grady
Abstract In democracies, to be democratic is a condition not a style of education. Regarding English religious education (RE), the Commission on Religious Education (CORE) proposals drew criticisms including a lack of curriculum coherence. But coherence means with the school’s values, not just clarity on content or progression. A subject should look outward for its purpose(s), which is more apparent in RE internationally. The Big Ideas resource has the potential to overcome CORE’s openness on content or progression but needs situating in broader social concerns. A Religion and Worldviews curriculum must be developed as education for democracy wherever the society sees itself as democratic.
{"title":"Developing the Religion and Worldviews Curriculum as Education for Democracy","authors":"K. O’Grady","doi":"10.1080/15507394.2022.2102874","DOIUrl":"https://doi.org/10.1080/15507394.2022.2102874","url":null,"abstract":"Abstract In democracies, to be democratic is a condition not a style of education. Regarding English religious education (RE), the Commission on Religious Education (CORE) proposals drew criticisms including a lack of curriculum coherence. But coherence means with the school’s values, not just clarity on content or progression. A subject should look outward for its purpose(s), which is more apparent in RE internationally. The Big Ideas resource has the potential to overcome CORE’s openness on content or progression but needs situating in broader social concerns. A Religion and Worldviews curriculum must be developed as education for democracy wherever the society sees itself as democratic.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"49 1","pages":"235 - 253"},"PeriodicalIF":0.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49071252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/15507394.2022.2102876
Stephen Pihlaja, D. Whisker, Lisa Vickerage-Goddard
Abstract Urban areas in the United Kingdom with multi-religious populations can be served by Church of England schools and they can attract families from a variety of different religious backgrounds. Using focus group discussions and interviews with parents, school governors, and teachers, this article focuses on how participants understand the relationships between Christian belief and practice, and their own cultural and religious beliefs and practices. The findings show how emergent ways of talking about the interaction between different cultural practices, and between Christianity and Islam, produce reasoning wherein people understand their place in diverse communities through analogy.
{"title":"Categories in Discourse about Church of England Primary Education","authors":"Stephen Pihlaja, D. Whisker, Lisa Vickerage-Goddard","doi":"10.1080/15507394.2022.2102876","DOIUrl":"https://doi.org/10.1080/15507394.2022.2102876","url":null,"abstract":"Abstract Urban areas in the United Kingdom with multi-religious populations can be served by Church of England schools and they can attract families from a variety of different religious backgrounds. Using focus group discussions and interviews with parents, school governors, and teachers, this article focuses on how participants understand the relationships between Christian belief and practice, and their own cultural and religious beliefs and practices. The findings show how emergent ways of talking about the interaction between different cultural practices, and between Christianity and Islam, produce reasoning wherein people understand their place in diverse communities through analogy.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"49 1","pages":"292 - 309"},"PeriodicalIF":0.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47105506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/15507394.2022.2102875
Carrie S. Ingersoll-Wood
Abstract Through qualitative research this study addresses the inadequate amount of research investigating the educational identity formation of individuals who are raised as Jehovah’s Witnesses (JW). Narratives from semi-structured interviews suggest participants negotiated multiple identities in multiple frames—their identity as religious members and their personal educational identity in their secular education. Individuals whose parents subscribed to the religion’s notion that higher education was unnecessary and detrimental, formed educational identities that rejected their talents, suppressed their motivation, and foreclosed opportunities for autonomy and self-satisfaction in personal goal setting and career selection.
{"title":"The Educational Identity Formation of Jehovah’s Witnesses","authors":"Carrie S. Ingersoll-Wood","doi":"10.1080/15507394.2022.2102875","DOIUrl":"https://doi.org/10.1080/15507394.2022.2102875","url":null,"abstract":"Abstract Through qualitative research this study addresses the inadequate amount of research investigating the educational identity formation of individuals who are raised as Jehovah’s Witnesses (JW). Narratives from semi-structured interviews suggest participants negotiated multiple identities in multiple frames—their identity as religious members and their personal educational identity in their secular education. Individuals whose parents subscribed to the religion’s notion that higher education was unnecessary and detrimental, formed educational identities that rejected their talents, suppressed their motivation, and foreclosed opportunities for autonomy and self-satisfaction in personal goal setting and career selection.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"49 1","pages":"310 - 338"},"PeriodicalIF":0.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43665542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/15507394.2022.2102872
Michalinos Zembylas
Abstract This article argues that Antonio Gramsci’s affective and materialist conception of faith has crucial implications for theory and research in religious education, especially with regard to the affective dimensions of religious controversies and sensibilities in Western multi-religious societies. By emphasizing the role of emotion in faith, Gramsci speaks to the affective turn’s recent attempts to foster a critical, contextual and productive engagement with “religious affects.” Gramsci’s conception of faith offers novel insights to scholars and educators in religious education that help overcome problematic dichotomies between emotion/reason and secularity/religiosity that are often embedded in public discourses on religious controversies.
{"title":"Antonio Gramsci on Faith, Religion and the Entanglement of Reason/Emotion: Insights for Religious Education in Western Multi-Religious Societies","authors":"Michalinos Zembylas","doi":"10.1080/15507394.2022.2102872","DOIUrl":"https://doi.org/10.1080/15507394.2022.2102872","url":null,"abstract":"Abstract This article argues that Antonio Gramsci’s affective and materialist conception of faith has crucial implications for theory and research in religious education, especially with regard to the affective dimensions of religious controversies and sensibilities in Western multi-religious societies. By emphasizing the role of emotion in faith, Gramsci speaks to the affective turn’s recent attempts to foster a critical, contextual and productive engagement with “religious affects.” Gramsci’s conception of faith offers novel insights to scholars and educators in religious education that help overcome problematic dichotomies between emotion/reason and secularity/religiosity that are often embedded in public discourses on religious controversies.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"49 1","pages":"273 - 291"},"PeriodicalIF":0.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44647360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-11DOI: 10.1080/15507394.2022.2060691
Tuuli Lipiäinen, Henri Satokangas, Anita Jantunen, Arto Kallioniemi
Abstract This research examined worldview dialogue in Finnish basic education by focusing on teachers’ understanding about this dialogue, and orientations to implement it in schools. The data of the study consisted of an electrical survey from in-service basic education teachers from all areas in Finland (N = 654). The research was conducted as qualitative content analysis, using open coding and then quantitative methods. Found orientations were active, indirect and passive. The results showed that orientations presented different ways of understanding the concept of worldview and worldview dialogue. Understanding and implementing worldview dialogue varies between teachers and between levels at which they teach.
{"title":"Understanding and Implementing Worldview Dialogue in the Finnish Basic Education Context: Teachers’ Approaches","authors":"Tuuli Lipiäinen, Henri Satokangas, Anita Jantunen, Arto Kallioniemi","doi":"10.1080/15507394.2022.2060691","DOIUrl":"https://doi.org/10.1080/15507394.2022.2060691","url":null,"abstract":"Abstract This research examined worldview dialogue in Finnish basic education by focusing on teachers’ understanding about this dialogue, and orientations to implement it in schools. The data of the study consisted of an electrical survey from in-service basic education teachers from all areas in Finland (N = 654). The research was conducted as qualitative content analysis, using open coding and then quantitative methods. Found orientations were active, indirect and passive. The results showed that orientations presented different ways of understanding the concept of worldview and worldview dialogue. Understanding and implementing worldview dialogue varies between teachers and between levels at which they teach.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"49 1","pages":"254 - 272"},"PeriodicalIF":0.6,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43176496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/15507394.2022.2059316
J. Shekitka
Abstract This article is drawn from a set of qualitative interviews and observations with social studies teachers at three school sites, one public, one Catholic, and one Islamic, in a major metropolitan area of the United States, as they grapple with what it means to be a social studies teacher given the realities of their individual school contexts, and attempt to understand the larger social forces that impact their work. This article presents the following points of analysis: (1) The role of the principal and the school board in shaping school culture at an Islamic academy. (2) The important distinction between parochial and independent schools in Catholic education (3) The ways that teachers in public schools engage with religion and controversial issues more broadly in their social studies classrooms, given their obligations to a broader “community” and (4) How moving beyond the etic and emic can provide a more nuanced understanding of the work of social studies teachers.
{"title":"School Structures and Curricular Choices: The Social Studies Classroom in Religious and Secular Schools","authors":"J. Shekitka","doi":"10.1080/15507394.2022.2059316","DOIUrl":"https://doi.org/10.1080/15507394.2022.2059316","url":null,"abstract":"Abstract This article is drawn from a set of qualitative interviews and observations with social studies teachers at three school sites, one public, one Catholic, and one Islamic, in a major metropolitan area of the United States, as they grapple with what it means to be a social studies teacher given the realities of their individual school contexts, and attempt to understand the larger social forces that impact their work. This article presents the following points of analysis: (1) The role of the principal and the school board in shaping school culture at an Islamic academy. (2) The important distinction between parochial and independent schools in Catholic education (3) The ways that teachers in public schools engage with religion and controversial issues more broadly in their social studies classrooms, given their obligations to a broader “community” and (4) How moving beyond the etic and emic can provide a more nuanced understanding of the work of social studies teachers.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"49 1","pages":"163 - 191"},"PeriodicalIF":0.6,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43359099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/15507394.2022.2059317
Helal Hossain Dhali, Dilmurat Mahmut, R. Ghosh, Afrouz Tavakoli-Khou
Abstract The Ethics and Religious Culture (ERC) program was introduced in the Quebec curriculum in 2008 with an overall aim of promoting interreligious and intercultural understanding and ethical wellbeing among students. Despite having the potentiality of creating and sustaining a peaceful society, the Quebec government is planning to abolish the program at a time when hateful attitudes and rightwing extremism are on the rise in the region. Yet, the findings of this mixed method study suggest that the ERC program can indeed foster students’ ethical and emotional development, open-mindedness and critical thinking skills, therefore enhancing their resilience against violent extremism.
{"title":"The Potential of Quebec’s Ethics and Religious Culture (ERC) Program in Preventing Violent Extremism: Perceptions of Students and Teachers at McGill University and University of Quebec in Montreal","authors":"Helal Hossain Dhali, Dilmurat Mahmut, R. Ghosh, Afrouz Tavakoli-Khou","doi":"10.1080/15507394.2022.2059317","DOIUrl":"https://doi.org/10.1080/15507394.2022.2059317","url":null,"abstract":"Abstract The Ethics and Religious Culture (ERC) program was introduced in the Quebec curriculum in 2008 with an overall aim of promoting interreligious and intercultural understanding and ethical wellbeing among students. Despite having the potentiality of creating and sustaining a peaceful society, the Quebec government is planning to abolish the program at a time when hateful attitudes and rightwing extremism are on the rise in the region. Yet, the findings of this mixed method study suggest that the ERC program can indeed foster students’ ethical and emotional development, open-mindedness and critical thinking skills, therefore enhancing their resilience against violent extremism.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"49 1","pages":"192 - 211"},"PeriodicalIF":0.6,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45986677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/15507394.2022.2069453
Stephen M. Ponisciak, Julie W. Dallavis
Abstract Strong academic preparation is a primary reason parents choose Catholic schools. Yet research demonstrating a Catholic school effect on achievement is a decade or more old. We use data from Renaissance Star assessments to provide a current national comparison of academic achievement in math and reading in the elementary grades in Catholic and public schools. Specifically, we use matching methods to measure differences in performance, comparing similar students in similar schools. We find that students in Catholic and public schools perform about the same in both math and reading.
{"title":"Student Performance on Renaissance Star Assessments in Catholic and Public Schools","authors":"Stephen M. Ponisciak, Julie W. Dallavis","doi":"10.1080/15507394.2022.2069453","DOIUrl":"https://doi.org/10.1080/15507394.2022.2069453","url":null,"abstract":"Abstract Strong academic preparation is a primary reason parents choose Catholic schools. Yet research demonstrating a Catholic school effect on achievement is a decade or more old. We use data from Renaissance Star assessments to provide a current national comparison of academic achievement in math and reading in the elementary grades in Catholic and public schools. Specifically, we use matching methods to measure differences in performance, comparing similar students in similar schools. We find that students in Catholic and public schools perform about the same in both math and reading.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"49 1","pages":"212 - 233"},"PeriodicalIF":0.6,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48935575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/15507394.2022.2059318
D. Riddle, Steven T. Bickmore
Abstract Debates over censorship of young adult literature are pervasive and ongoing in secondary schools and communities. However, there is the little conversation surrounding how a secondary school English teacher’s religious beliefs influence their professional identity and decision-making. This study explores the beliefs of English language arts teachers within a specific faith group in utilizing young adult literature. Findings show teachers express varying levels of comfort and discomfort when choosing to use young adult literature with specific topics and themes. Implications for teacher education are discussed.
{"title":"Villain, Coward, or Neither: Exploring Latter-Day Saint English Teachers’ Beliefs toward Using Young Adult Literature","authors":"D. Riddle, Steven T. Bickmore","doi":"10.1080/15507394.2022.2059318","DOIUrl":"https://doi.org/10.1080/15507394.2022.2059318","url":null,"abstract":"Abstract Debates over censorship of young adult literature are pervasive and ongoing in secondary schools and communities. However, there is the little conversation surrounding how a secondary school English teacher’s religious beliefs influence their professional identity and decision-making. This study explores the beliefs of English language arts teachers within a specific faith group in utilizing young adult literature. Findings show teachers express varying levels of comfort and discomfort when choosing to use young adult literature with specific topics and themes. Implications for teacher education are discussed.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"49 1","pages":"138 - 162"},"PeriodicalIF":0.6,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43045786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-22DOI: 10.1080/15507394.2022.2051973
Perry L. Glanzer
Abstract Although scholars have recognized the problem of Christian privilege (CP) in higher education, their arguments contain two major problems. First, they often fail to acknowledge the diverse experience and outlook of different Christian groups regarding privilege. Second, there is a failure to acknowledge secular privilege. This paper demonstrates these problems and maintains that CP arguments that fail to acknowledge these points weaken the case for justice toward worldviews. Thus, educators need to take into account these points if they want to commit to creating the structures and conditions by which a just form of pluralism can flourish in higher education.
{"title":"Recognizing Christian Complexity and Secular Privilege in Higher Education: A Response to Recent Christian Privilege Arguments","authors":"Perry L. Glanzer","doi":"10.1080/15507394.2022.2051973","DOIUrl":"https://doi.org/10.1080/15507394.2022.2051973","url":null,"abstract":"Abstract Although scholars have recognized the problem of Christian privilege (CP) in higher education, their arguments contain two major problems. First, they often fail to acknowledge the diverse experience and outlook of different Christian groups regarding privilege. Second, there is a failure to acknowledge secular privilege. This paper demonstrates these problems and maintains that CP arguments that fail to acknowledge these points weaken the case for justice toward worldviews. Thus, educators need to take into account these points if they want to commit to creating the structures and conditions by which a just form of pluralism can flourish in higher education.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"49 1","pages":"119 - 137"},"PeriodicalIF":0.6,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44924662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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