Pub Date : 2021-06-22DOI: 10.1080/15507394.2021.1936864
Kristian Niemi
Abstract The article will discuss comparative education and comparative religious education in particular. Comparative research on religious education has been a neglected field, it has been claimed. Although progress has been made, this article will suggest that comparative work tend to neglect fundamental questions about key terms that might lead to misunderstandings and confusion—friction, in short. A methodology to handle such cases will be suggested. Friction will reveal opportunities for gaining new insights about particularly the context of origin. The article is based on the authors’ previous research involving cross-cultural comparison of religious education.
{"title":"Comparing Through Contrast: Reshaping Incongruence into a Mirror","authors":"Kristian Niemi","doi":"10.1080/15507394.2021.1936864","DOIUrl":"https://doi.org/10.1080/15507394.2021.1936864","url":null,"abstract":"Abstract The article will discuss comparative education and comparative religious education in particular. Comparative research on religious education has been a neglected field, it has been claimed. Although progress has been made, this article will suggest that comparative work tend to neglect fundamental questions about key terms that might lead to misunderstandings and confusion—friction, in short. A methodology to handle such cases will be suggested. Friction will reveal opportunities for gaining new insights about particularly the context of origin. The article is based on the authors’ previous research involving cross-cultural comparison of religious education.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"48 1","pages":"458 - 476"},"PeriodicalIF":0.6,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15507394.2021.1936864","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43462337","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 : 2021-06-08DOI: 10.1080/15507394.2021.1930831
M. Rothgangel
Abstract Historically, the states of the Visegrád-group share a lot of commonalities. However, one can observe very different developments regarding religion and the establishment of RE especially between Czech Republic on the one hand and Poland and Slovakia on the other. These differences might be explained by the fact that in the collective memory of the Czech Republic Christian stories are very strongly connected with oppression by the Roman Catholic Church. In contrast, the collective memory of Poland and Slovakia is much more strongly linked to positive identity-building stories of Christianity in their own history.
{"title":"The RE-Puzzle of the Visegrád-Group and the Answer of “Collective Memory”","authors":"M. Rothgangel","doi":"10.1080/15507394.2021.1930831","DOIUrl":"https://doi.org/10.1080/15507394.2021.1930831","url":null,"abstract":"Abstract Historically, the states of the Visegrád-group share a lot of commonalities. However, one can observe very different developments regarding religion and the establishment of RE especially between Czech Republic on the one hand and Poland and Slovakia on the other. These differences might be explained by the fact that in the collective memory of the Czech Republic Christian stories are very strongly connected with oppression by the Roman Catholic Church. In contrast, the collective memory of Poland and Slovakia is much more strongly linked to positive identity-building stories of Christianity in their own history.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"48 1","pages":"397 - 416"},"PeriodicalIF":0.6,"publicationDate":"2021-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15507394.2021.1930831","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45045307","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 : 2021-04-03DOI: 10.1080/15507394.2021.1903789
C. Parker, Ravina Gill
Abstract Community service professionals, such as educators and social workers, are well positioned to support the youth they serve through restorative justice and religious literacy education. Educators and social workers can engage youth in critical conversations that shape young people’s experiences in their schools and broader communities. Civic religious literacy can support youth in identifying platforms for engagement and inclusion. In providing opportunities to interrupt bias and marginalization, restorative justice and civic dialogue create a way forward. Young people who are included in school and community groups may be less likely to seek out extremist groups that promote hatred and violence.
{"title":"Religious Literacy and Restorative Justice with Youth: The Role of Community Service Professionals in Mediating Social Inclusion","authors":"C. Parker, Ravina Gill","doi":"10.1080/15507394.2021.1903789","DOIUrl":"https://doi.org/10.1080/15507394.2021.1903789","url":null,"abstract":"Abstract Community service professionals, such as educators and social workers, are well positioned to support the youth they serve through restorative justice and religious literacy education. Educators and social workers can engage youth in critical conversations that shape young people’s experiences in their schools and broader communities. Civic religious literacy can support youth in identifying platforms for engagement and inclusion. In providing opportunities to interrupt bias and marginalization, restorative justice and civic dialogue create a way forward. Young people who are included in school and community groups may be less likely to seek out extremist groups that promote hatred and violence.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"48 1","pages":"141 - 154"},"PeriodicalIF":0.6,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15507394.2021.1903789","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46471201","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 : 2021-03-15DOI: 10.1080/15507394.2021.1897452
L. Franken
Abstract In this contribution, I will demonstrate how different kinds of RE in state schools are related to different church-state models: while non-denominational RE is common in nations characterized by “mutual independence” between the (Catholic) church and the state, non-denonminational RE is, today, more common in nations with a (former) Lutheran state church. Finally, no RE in state schools is a matter of fact in nations where state and church are separated. Given these recurring relationships between church-state models and RE, a shift from denominational to non-denominational RE is not always easy. Therefore, sometimes pragmatic alternatives come to the fore.
{"title":"Church, State and RE in Europe: Past, Present and Future","authors":"L. Franken","doi":"10.1080/15507394.2021.1897452","DOIUrl":"https://doi.org/10.1080/15507394.2021.1897452","url":null,"abstract":"Abstract In this contribution, I will demonstrate how different kinds of RE in state schools are related to different church-state models: while non-denominational RE is common in nations characterized by “mutual independence” between the (Catholic) church and the state, non-denonminational RE is, today, more common in nations with a (former) Lutheran state church. Finally, no RE in state schools is a matter of fact in nations where state and church are separated. Given these recurring relationships between church-state models and RE, a shift from denominational to non-denominational RE is not always easy. Therefore, sometimes pragmatic alternatives come to the fore.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"48 1","pages":"417 - 435"},"PeriodicalIF":0.6,"publicationDate":"2021-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15507394.2021.1897452","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43809781","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 : 2021-03-01DOI: 10.1080/15507394.2021.1888681
K. Lyons, K. Thiede, R. Osguthorpe
Abstract Teachers make a variety of judgments as they teach. The accuracy of these judgments may influence instruction and student achievement. This study examined how accurately religious educators judge student learning, what cues they report using to make judgements, and how cue utilization affected their accuracy. Judgment accuracy was greater for teachers who reported using cues related to class performance than for those who did not. Judgment accuracy was greater for those who did not report using personal attributes as a cue than for those who did. These results are explained in the context of the cue-utilization framework.
{"title":"How Accurately Can Religious Educators Predict Student Achievement?","authors":"K. Lyons, K. Thiede, R. Osguthorpe","doi":"10.1080/15507394.2021.1888681","DOIUrl":"https://doi.org/10.1080/15507394.2021.1888681","url":null,"abstract":"Abstract Teachers make a variety of judgments as they teach. The accuracy of these judgments may influence instruction and student achievement. This study examined how accurately religious educators judge student learning, what cues they report using to make judgements, and how cue utilization affected their accuracy. Judgment accuracy was greater for teachers who reported using cues related to class performance than for those who did not. Judgment accuracy was greater for those who did not report using personal attributes as a cue than for those who did. These results are explained in the context of the cue-utilization framework.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"48 1","pages":"198 - 215"},"PeriodicalIF":0.6,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15507394.2021.1888681","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46003015","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 : 2021-02-01DOI: 10.1080/15507394.2021.1876496
N. H. Korsvoll
Abstract Religious education (RE) across Europe is drawn between promoting intercultural education and fostering national community. Examining the national curriculum and three RE textbooks in Norway, I find that the former stresses common identity while the latter emphasize plurality and intercultural education. My observations join extant research on the different dimensions of the curriculum and furthermore show how priorities in national curricula may be circumnavigated in what Oddrun M. H. Bråten calls bypasses. However, classroom studies from Norway find that national identity is important for RE teachers, thereby demonstrating a double bypass, if you will.
摘要:欧洲的宗教教育是在促进跨文化教育和培育民族共同体之间进行的。通过对挪威国家课程和三个RE教科书的考察，我发现前者强调共同认同，后者强调多元化和跨文化教育。我的观察与现有的关于课程不同维度的研究相结合，进一步表明了国家课程的优先级是如何被Oddrun M. H. bramatten称为“旁路”的方式所绕过的。然而，来自挪威的课堂研究发现，国家认同对RE教师来说很重要，因此，如果你愿意的话，这是一种双重绕过。
{"title":"A Double Bypass? Tracing How the Aims of Religious Education Are Negotiated Across Different Dimensions of the Curriculum in Norway","authors":"N. H. Korsvoll","doi":"10.1080/15507394.2021.1876496","DOIUrl":"https://doi.org/10.1080/15507394.2021.1876496","url":null,"abstract":"Abstract Religious education (RE) across Europe is drawn between promoting intercultural education and fostering national community. Examining the national curriculum and three RE textbooks in Norway, I find that the former stresses common identity while the latter emphasize plurality and intercultural education. My observations join extant research on the different dimensions of the curriculum and furthermore show how priorities in national curricula may be circumnavigated in what Oddrun M. H. Bråten calls bypasses. However, classroom studies from Norway find that national identity is important for RE teachers, thereby demonstrating a double bypass, if you will.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"48 1","pages":"347 - 363"},"PeriodicalIF":0.6,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15507394.2021.1876496","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48571967","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 : 2021-01-12DOI: 10.1093/obo/9780199756810-0268
C. McLachlan
The term multiliteracies was first used to encapsulate a wider view of literacy, taking into account the impact of the increase in communication channels and the prominence of cultural and linguistic diversity in the world. Some researchers argue that the traditional view of literacy is focused on a linear view of text, as something that can be read from left to right. In contrast, the term multiliteracies takes into account how literacy has been influenced by social, cultural, and technological change. A pedagogy of multiliteracies has been proposed as a way of explaining a broader view of literacy teaching and learning, which integrates multimodal “text,” including audio, images, sound, graphics, and film through technology. This approach enables teachers to be creative in the literacy classroom by integrating movies, the Internet, music, art, photos, and a range of other digital resources as part of literacy learning. Although much of the research in this field has been undertaken in primary and secondary classrooms, there is also a body of research in the early years, which is discussed here. As argued elsewhere, there is a case to be made for the term “early multiliteracies,” as children learn about the different forms of literacy prior to school entry and have often gained considerable skill in navigating literacy in a digital world. In many ways, young children exemplify the notion of “digital natives,” who simply grow up knowing that literacy encompasses a wide range of modalities. The topics explored in this chapter include the ways in which this concept has developed within the extant research literature. Although not a complete summary of available literature, the following sections highlight some of the key areas of research on this topic. These include the theorizing of multiliteracies for early childhood, as well as research on multiliteracies in early childhood classrooms, research on children and multiliteracies, multiliteracies in homes and community settings, and finally the assessment of multiliteracies.
{"title":"Multiliteracies in Early Childhood Education","authors":"C. McLachlan","doi":"10.1093/obo/9780199756810-0268","DOIUrl":"https://doi.org/10.1093/obo/9780199756810-0268","url":null,"abstract":"The term multiliteracies was first used to encapsulate a wider view of literacy, taking into account the impact of the increase in communication channels and the prominence of cultural and linguistic diversity in the world. Some researchers argue that the traditional view of literacy is focused on a linear view of text, as something that can be read from left to right. In contrast, the term multiliteracies takes into account how literacy has been influenced by social, cultural, and technological change. A pedagogy of multiliteracies has been proposed as a way of explaining a broader view of literacy teaching and learning, which integrates multimodal “text,” including audio, images, sound, graphics, and film through technology. This approach enables teachers to be creative in the literacy classroom by integrating movies, the Internet, music, art, photos, and a range of other digital resources as part of literacy learning. Although much of the research in this field has been undertaken in primary and secondary classrooms, there is also a body of research in the early years, which is discussed here. As argued elsewhere, there is a case to be made for the term “early multiliteracies,” as children learn about the different forms of literacy prior to school entry and have often gained considerable skill in navigating literacy in a digital world. In many ways, young children exemplify the notion of “digital natives,” who simply grow up knowing that literacy encompasses a wide range of modalities. The topics explored in this chapter include the ways in which this concept has developed within the extant research literature. Although not a complete summary of available literature, the following sections highlight some of the key areas of research on this topic. These include the theorizing of multiliteracies for early childhood, as well as research on multiliteracies in early childhood classrooms, research on children and multiliteracies, multiliteracies in homes and community settings, and finally the assessment of multiliteracies.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"1 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74170130","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 : 2021-01-12DOI: 10.1093/obo/9780199756810-0267
Pooja Saxena, R. M. Sedas, K. Peppler
The learning sciences, informed by a diversity of fields such as cognitive science, anthropology, education, and sociology, has a long history with design while engaging in the study of learning in real-world, non-simplified contexts. From its genesis approximately thirty years ago, the learning sciences as a field has grown to encompass the study of learning from different lenses, as well as to advance theories of learning through the design and study of new technologies and environments. Within the realm of the learning sciences, the concept of design and design thinking is of great consequence as it helps us understand how teaching and learning happen in the rapidly changing 21st-century knowledge society, as well as can be used to inform the design of effective, innovative, and equitable interventions. Design thinking in the learning sciences can be made manifest in activities ranging from iterative curriculum design, to researching affordances and constraints of tools, techniques, and learning environments, to appropriating design concepts in both physical and digital spaces. It also sheds light on how the socio-material histories of materials inform learning and participation. This bibliography focuses on learner-centered design principles and how various research methodologies (e.g., participatory design and design-based research) contribute to appropriating design thinking into learning, teaching, and pedagogical processes. The evolution of this field is interwoven in the powers of design.
{"title":"Design Thinking and the Learning Sciences: Theoretical, Practical, and Empirical Perspectives","authors":"Pooja Saxena, R. M. Sedas, K. Peppler","doi":"10.1093/obo/9780199756810-0267","DOIUrl":"https://doi.org/10.1093/obo/9780199756810-0267","url":null,"abstract":"The learning sciences, informed by a diversity of fields such as cognitive science, anthropology, education, and sociology, has a long history with design while engaging in the study of learning in real-world, non-simplified contexts. From its genesis approximately thirty years ago, the learning sciences as a field has grown to encompass the study of learning from different lenses, as well as to advance theories of learning through the design and study of new technologies and environments. Within the realm of the learning sciences, the concept of design and design thinking is of great consequence as it helps us understand how teaching and learning happen in the rapidly changing 21st-century knowledge society, as well as can be used to inform the design of effective, innovative, and equitable interventions. Design thinking in the learning sciences can be made manifest in activities ranging from iterative curriculum design, to researching affordances and constraints of tools, techniques, and learning environments, to appropriating design concepts in both physical and digital spaces. It also sheds light on how the socio-material histories of materials inform learning and participation. This bibliography focuses on learner-centered design principles and how various research methodologies (e.g., participatory design and design-based research) contribute to appropriating design thinking into learning, teaching, and pedagogical processes. The evolution of this field is interwoven in the powers of design.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"26 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74294220","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 : 2021-01-12DOI: 10.1093/obo/9780199756810-0271
David G Sherer, Richard Paquin-Morel, Adrian Larbi-Cherif, J. Russell
Educators and education-related organizations are increasingly joining and forming networks to improve learning opportunities and outcomes for students. The turn to networks reflects growing recognition in the education field that problems in education are too complex for any one educator or organization to solve on their own and that collaboration has the potential to accelerate improvement. While there is a history of networks in education to support informal sharing and collaboration, improvement networks are intentionally designed and structured to organize systematic inquiry that enables educators to learn how to better respond to a specific problem of practice. For example, Tony Bryk, Louis Gomez, and Alicia Grunow from the Carnegie Foundation for the Advancement of Teaching introduced the concept of the “networked improvement community” to the educational field. These networks bring together communities of educators, reformers, researchers, and leaders, and they provide a structure for organizing inquiry into the root causes and potential solutions to high-leverage problems, such as inequities in student achievement and college access. This article explores the improvement network concept and ways to measure and evaluate these networks. It is organized into four sections, three of which are further divided into subsections. The first section explores how to conceptualize improvement networks. It makes a crucial distinction between the social organization and technical work of networks, and this distinction is preserved and highlighted in subsequent parts of the article. The second section explores approaches to evaluating improvement networks. This is followed by a section on measuring the technical and social organization of networks. The article concludes with a selected set of cases of improvement network evaluations.
{"title":"Conceptualizing, Measuring, and Evaluating Improvement Networks","authors":"David G Sherer, Richard Paquin-Morel, Adrian Larbi-Cherif, J. Russell","doi":"10.1093/obo/9780199756810-0271","DOIUrl":"https://doi.org/10.1093/obo/9780199756810-0271","url":null,"abstract":"Educators and education-related organizations are increasingly joining and forming networks to improve learning opportunities and outcomes for students. The turn to networks reflects growing recognition in the education field that problems in education are too complex for any one educator or organization to solve on their own and that collaboration has the potential to accelerate improvement. While there is a history of networks in education to support informal sharing and collaboration, improvement networks are intentionally designed and structured to organize systematic inquiry that enables educators to learn how to better respond to a specific problem of practice. For example, Tony Bryk, Louis Gomez, and Alicia Grunow from the Carnegie Foundation for the Advancement of Teaching introduced the concept of the “networked improvement community” to the educational field. These networks bring together communities of educators, reformers, researchers, and leaders, and they provide a structure for organizing inquiry into the root causes and potential solutions to high-leverage problems, such as inequities in student achievement and college access. This article explores the improvement network concept and ways to measure and evaluate these networks. It is organized into four sections, three of which are further divided into subsections. The first section explores how to conceptualize improvement networks. It makes a crucial distinction between the social organization and technical work of networks, and this distinction is preserved and highlighted in subsequent parts of the article. The second section explores approaches to evaluating improvement networks. This is followed by a section on measuring the technical and social organization of networks. The article concludes with a selected set of cases of improvement network evaluations.","PeriodicalId":43359,"journal":{"name":"Religion & Education","volume":"25 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2021-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85857044","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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