Pub Date : 2022-03-13DOI: 10.1080/01416200.2022.2049208
Bogusław Milerski, Tadeusz J. Zieliński
ABSTRACT Under Communism, the Catholic Church in Poland played the role of guarantor of preserving the national traditions and defender of freedom. Such was one of reasons for removing religion from the state school curriculum by the government of Poland in 1961. The political transformation of 1989 changed the concept of the Polish state. Religion as a subject of school education was restored to state (public) schools in 1990 immediately after the political watershed. It was given a confessional and optional character. Although Poland is a pluralistic country (over 180 denominations) the dominant cultural and political role is played by the Roman Catholic Church. In this article we address the problems that appear in the context of religious instruction taught in world-view neutral public schools of Poland. We are not so much interested in detailed issues related to the teaching of religion sensu stricto, but in the presence of religion as such in state schools. We consider the pedagogical problem formulated in this way in the context of the legal principle of the world-view neutrality of the state in a democratic, pluralistic and at the same time hyper-religious society.
{"title":"Religion in a world-view neutral school. Challenges on the example of Poland","authors":"Bogusław Milerski, Tadeusz J. Zieliński","doi":"10.1080/01416200.2022.2049208","DOIUrl":"https://doi.org/10.1080/01416200.2022.2049208","url":null,"abstract":"ABSTRACT Under Communism, the Catholic Church in Poland played the role of guarantor of preserving the national traditions and defender of freedom. Such was one of reasons for removing religion from the state school curriculum by the government of Poland in 1961. The political transformation of 1989 changed the concept of the Polish state. Religion as a subject of school education was restored to state (public) schools in 1990 immediately after the political watershed. It was given a confessional and optional character. Although Poland is a pluralistic country (over 180 denominations) the dominant cultural and political role is played by the Roman Catholic Church. In this article we address the problems that appear in the context of religious instruction taught in world-view neutral public schools of Poland. We are not so much interested in detailed issues related to the teaching of religion sensu stricto, but in the presence of religion as such in state schools. We consider the pedagogical problem formulated in this way in the context of the legal principle of the world-view neutrality of the state in a democratic, pluralistic and at the same time hyper-religious society.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"45 1","pages":"288 - 300"},"PeriodicalIF":0.8,"publicationDate":"2022-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48580974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-10DOI: 10.1080/01416200.2022.2049207
Dag Husebø, Ø. Johannessen, G. Skeie
ABSTRACT For more than a decade, the authors have engaged in several collaborative action research projects in established communities of practice, generating new knowledge and promoting practice development in religious education (RE) in schools and higher education. Based on this, this article asks what characterised the collaborative processes, and how the projects impacted on new RE-knowledge and practices. For some participants, the dynamics of the community of practices changed the way they came to see their own RE-teaching practice and role as RE-teachers, the relationship between RE-research and their own practice and their personal theory of practice in religious education and beyond. The degree of such changes and how they can be described, is often difficult to trace over time. A critical question raised, is whether such projects could benefit from being more explicit and detailed about their aims from the start, in collaboration with the networks that initiated the projects. This would make it more realistic to document and discuss their outputs, outcomes, and impacts, and have implications for future action research.
{"title":"Impact of action research in Norwegian religious education","authors":"Dag Husebø, Ø. Johannessen, G. Skeie","doi":"10.1080/01416200.2022.2049207","DOIUrl":"https://doi.org/10.1080/01416200.2022.2049207","url":null,"abstract":"ABSTRACT For more than a decade, the authors have engaged in several collaborative action research projects in established communities of practice, generating new knowledge and promoting practice development in religious education (RE) in schools and higher education. Based on this, this article asks what characterised the collaborative processes, and how the projects impacted on new RE-knowledge and practices. For some participants, the dynamics of the community of practices changed the way they came to see their own RE-teaching practice and role as RE-teachers, the relationship between RE-research and their own practice and their personal theory of practice in religious education and beyond. The degree of such changes and how they can be described, is often difficult to trace over time. A critical question raised, is whether such projects could benefit from being more explicit and detailed about their aims from the start, in collaboration with the networks that initiated the projects. This would make it more realistic to document and discuss their outputs, outcomes, and impacts, and have implications for future action research.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"45 1","pages":"45 - 56"},"PeriodicalIF":0.8,"publicationDate":"2022-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46769772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-03DOI: 10.1080/01416200.2022.2036101
S. Scholes
ABSTRACT The focus of this article is on the legal requirement for schools in Scotland to ensure Religious and Moral Education (RME) is taught to all children in non-denominational secondary schools. In particular, the article pays attention to the mediating role of inspection in the relationship between the legal requirement and provision in schools. The paper is based on the findings from a documentary research project that uses the inspection documentation from fifty-four schools dating from August 2016 to August 2020. The article makes three main contributions. First, it offers fresh evidence on the degree of compliance with legal requirements. Second, it highlights the inspectorates’ role in drawing schools’ attention to the legal requirements surrounding RME. Finally, it is argued that the inspectorate’s mediatory role in relation to the legal requirements is a significant factor in understanding the continuing precariousness of the position of RME in Scottish non-denominational secondary schools.
{"title":"Precarious provision and mixed messages: religious education, school inspection, and the law in Scottish non-denominational secondary schools","authors":"S. Scholes","doi":"10.1080/01416200.2022.2036101","DOIUrl":"https://doi.org/10.1080/01416200.2022.2036101","url":null,"abstract":"ABSTRACT The focus of this article is on the legal requirement for schools in Scotland to ensure Religious and Moral Education (RME) is taught to all children in non-denominational secondary schools. In particular, the article pays attention to the mediating role of inspection in the relationship between the legal requirement and provision in schools. The paper is based on the findings from a documentary research project that uses the inspection documentation from fifty-four schools dating from August 2016 to August 2020. The article makes three main contributions. First, it offers fresh evidence on the degree of compliance with legal requirements. Second, it highlights the inspectorates’ role in drawing schools’ attention to the legal requirements surrounding RME. Finally, it is argued that the inspectorate’s mediatory role in relation to the legal requirements is a significant factor in understanding the continuing precariousness of the position of RME in Scottish non-denominational secondary schools.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"44 1","pages":"512 - 527"},"PeriodicalIF":0.8,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45198214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-03DOI: 10.1080/01416200.2022.2046547
Zhazgul Zholalieva, Mustafa Koylu
ABSTRACT The declaration of independency in 1991 became a turning point in the socio-economic, political and cultural fields of Kyrgyzstan. There have been important developments especially in the religious sphere. Since the first days of independency, issues related to freedom of religion and conscience have been heavily debated among Kyrgyz administrators. The general attitude of statesmen towards religion emerged as emphasising that the pressure applied towards religion in the Soviet period was wrong and paying attention to the social role of religion. New concepts such as secularism, freedom of religion and conscience have begun to be used actively in the country, on the other hand, the legitimacy of religious education in formal education institutions have begun to be discussed frequently by academics and politicians. Today, we can see some developments in formal religious education in Kyrgyzstan. Especially, there have been several attempts of teaching religion courses at public schools in Kyrgyzstan. In this report, religioous education at public schools in Kyrgyzstan will be evaluated in terms of the context, the legal and constitutional requirements for religious education in schools and the curriculum of the religion courses.
{"title":"Religious education at public schools of Kyrgyzstan","authors":"Zhazgul Zholalieva, Mustafa Koylu","doi":"10.1080/01416200.2022.2046547","DOIUrl":"https://doi.org/10.1080/01416200.2022.2046547","url":null,"abstract":"ABSTRACT The declaration of independency in 1991 became a turning point in the socio-economic, political and cultural fields of Kyrgyzstan. There have been important developments especially in the religious sphere. Since the first days of independency, issues related to freedom of religion and conscience have been heavily debated among Kyrgyz administrators. The general attitude of statesmen towards religion emerged as emphasising that the pressure applied towards religion in the Soviet period was wrong and paying attention to the social role of religion. New concepts such as secularism, freedom of religion and conscience have begun to be used actively in the country, on the other hand, the legitimacy of religious education in formal education institutions have begun to be discussed frequently by academics and politicians. Today, we can see some developments in formal religious education in Kyrgyzstan. Especially, there have been several attempts of teaching religion courses at public schools in Kyrgyzstan. In this report, religioous education at public schools in Kyrgyzstan will be evaluated in terms of the context, the legal and constitutional requirements for religious education in schools and the curriculum of the religion courses.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"44 1","pages":"403 - 409"},"PeriodicalIF":0.8,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44799754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-02DOI: 10.1080/01416200.2022.2035678
Tünde Puskás, Anita Andersson
ABSTRACT Swedish preschool education is, by law, non-confessional. Yet, it is also an educational context within which most children aged 1–5 encounter traditions that carry Christian connotations. This paper explores how two Swedish preschools maintain a balance between keeping education non-confessional and paying attention to the traditions that are associated with the preparation for and celebration of Christmas – Advent. The data consist of ten videotaped observations from two preschools. The data was thematised with the help of Ninian Smart’s dimensions of religious and secular worldviews. This way, we could show that the different traditions the two preschools were engaged in during the four weeks before Christmas contributed to a banal reproduction of a holiday season with roots in Lutheran Christianity. At the same time, the preschools contributed to a (re)production of traditions that evoke a national imaginery. Our results show that Advent in Swedish preschools is characterised as a non-confessional task for the institution. Thus, the principle of non-confessionality lives side by side with a banal national religion. Thereby, the Swedish preschool plays an integral part in the banal reproduction of a Swedishness that includes Lutheran Christianity.
{"title":"A secular Advent. waiting for Christmas in Swedish preschools","authors":"Tünde Puskás, Anita Andersson","doi":"10.1080/01416200.2022.2035678","DOIUrl":"https://doi.org/10.1080/01416200.2022.2035678","url":null,"abstract":"ABSTRACT Swedish preschool education is, by law, non-confessional. Yet, it is also an educational context within which most children aged 1–5 encounter traditions that carry Christian connotations. This paper explores how two Swedish preschools maintain a balance between keeping education non-confessional and paying attention to the traditions that are associated with the preparation for and celebration of Christmas – Advent. The data consist of ten videotaped observations from two preschools. The data was thematised with the help of Ninian Smart’s dimensions of religious and secular worldviews. This way, we could show that the different traditions the two preschools were engaged in during the four weeks before Christmas contributed to a banal reproduction of a holiday season with roots in Lutheran Christianity. At the same time, the preschools contributed to a (re)production of traditions that evoke a national imaginery. Our results show that Advent in Swedish preschools is characterised as a non-confessional task for the institution. Thus, the principle of non-confessionality lives side by side with a banal national religion. Thereby, the Swedish preschool plays an integral part in the banal reproduction of a Swedishness that includes Lutheran Christianity.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"45 1","pages":"100 - 111"},"PeriodicalIF":0.8,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49490303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-27DOI: 10.1080/01416200.2022.2035677
Rina Madden, G. Bernasconi, Geraldine Larkins, Bernadette Tolan, Paul Fumei, Anne Taylor
ABSTRACT A recontextualising approach in religious education has been adopted in the newly revised religious education curricula of the four dioceses in Victoria: the dioceses of Melbourne, Ballarat, Sandhurst and Sale. This approach requires a radical change to the teacher’s role from knowledge transmission to one which supports students to grapple with their own identity formation in dialogue with the Catholic tradition. This article describes a collaborative research project undertaken by Catholic Education Office leaders of the four Victorian dioceses seeking to understand learning conditions and processes for leading teacher professional learning around a recontextualising approach. This study illuminates the description of recontextualisation in five criteria as proposed by Leuven Professor Pollefeyt (2017) by situating them in the practical context of teacher professional learning in Catholic schools. Using an Action Research methodology, the project engaged system leaders and teachers in Catholic schools in cycles of collegial dialogue and reflection on practice and theory to develop and refine understandings and classroom practices of recontextualisation. The findings challenge a system to consider how it intentionally positions itself in relation to the schools it serves.
{"title":"Leading learning for a recontextualising approach in religious education","authors":"Rina Madden, G. Bernasconi, Geraldine Larkins, Bernadette Tolan, Paul Fumei, Anne Taylor","doi":"10.1080/01416200.2022.2035677","DOIUrl":"https://doi.org/10.1080/01416200.2022.2035677","url":null,"abstract":"ABSTRACT A recontextualising approach in religious education has been adopted in the newly revised religious education curricula of the four dioceses in Victoria: the dioceses of Melbourne, Ballarat, Sandhurst and Sale. This approach requires a radical change to the teacher’s role from knowledge transmission to one which supports students to grapple with their own identity formation in dialogue with the Catholic tradition. This article describes a collaborative research project undertaken by Catholic Education Office leaders of the four Victorian dioceses seeking to understand learning conditions and processes for leading teacher professional learning around a recontextualising approach. This study illuminates the description of recontextualisation in five criteria as proposed by Leuven Professor Pollefeyt (2017) by situating them in the practical context of teacher professional learning in Catholic schools. Using an Action Research methodology, the project engaged system leaders and teachers in Catholic schools in cycles of collegial dialogue and reflection on practice and theory to develop and refine understandings and classroom practices of recontextualisation. The findings challenge a system to consider how it intentionally positions itself in relation to the schools it serves.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"45 1","pages":"200 - 213"},"PeriodicalIF":0.8,"publicationDate":"2022-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43008013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-27DOI: 10.1080/01416200.2022.2045901
Recep Kaymakcan, Abdurrahman Hendek
ABSTRACT Turkey is the only country that has twice lost cases concerning the violation of parents’ freedom to ensure their children an education in conformity with their own religious and philosophical convictions at the European Court of Human Rights (ECtHR). This article firstly seeks to present these court cases. It then moves to the official responses to these cases, especially the curriculum and textbook reforms. The article then discusses some possible ways of reforming compulsory religious education course in Turkey, taking into account the ECtHR judgements and the Turkish laws, as well as the arguments of the government and the applicants in the ECtHR cases, as we believe, a balance needs to be found to achieve a workable solution
{"title":"European Court of Human Rights’ judgements and compulsory religious education in Turkey","authors":"Recep Kaymakcan, Abdurrahman Hendek","doi":"10.1080/01416200.2022.2045901","DOIUrl":"https://doi.org/10.1080/01416200.2022.2045901","url":null,"abstract":"ABSTRACT Turkey is the only country that has twice lost cases concerning the violation of parents’ freedom to ensure their children an education in conformity with their own religious and philosophical convictions at the European Court of Human Rights (ECtHR). This article firstly seeks to present these court cases. It then moves to the official responses to these cases, especially the curriculum and textbook reforms. The article then discusses some possible ways of reforming compulsory religious education course in Turkey, taking into account the ECtHR judgements and the Turkish laws, as well as the arguments of the government and the applicants in the ECtHR cases, as we believe, a balance needs to be found to achieve a workable solution","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"44 1","pages":"444 - 454"},"PeriodicalIF":0.8,"publicationDate":"2022-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49207405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-20DOI: 10.1080/01416200.2022.2042191
W. Sultmann, J. Lamb, D. Hall, G. Borg
ABSTRACT Teachers (n = 125) and students (n = 1478) evaluated a trial RE curriculum in Australia using an online survey. Results showed that teachers rated the curriculum significantly more highly than students. Type and size of school influenced teacher and student perceptions. Four conclusions were drawn: The trial RE curriculum was positively received by teachers and students and thereby warrants consideration for wider application at scale; Religious Education Development Principles as a basis for curriculum development were validated by students and teachers; student perceptions were lower than teachers’ perceptions suggesting potential for curriculum improvement; and resource allocation at scale should ideally be preferred for large secondary schools.
{"title":"Teacher and student evaluations of a trial RE curriculum: implications for scale","authors":"W. Sultmann, J. Lamb, D. Hall, G. Borg","doi":"10.1080/01416200.2022.2042191","DOIUrl":"https://doi.org/10.1080/01416200.2022.2042191","url":null,"abstract":"ABSTRACT Teachers (n = 125) and students (n = 1478) evaluated a trial RE curriculum in Australia using an online survey. Results showed that teachers rated the curriculum significantly more highly than students. Type and size of school influenced teacher and student perceptions. Four conclusions were drawn: The trial RE curriculum was positively received by teachers and students and thereby warrants consideration for wider application at scale; Religious Education Development Principles as a basis for curriculum development were validated by students and teachers; student perceptions were lower than teachers’ perceptions suggesting potential for curriculum improvement; and resource allocation at scale should ideally be preferred for large secondary schools.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"44 1","pages":"391 - 402"},"PeriodicalIF":0.8,"publicationDate":"2022-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41451868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-20DOI: 10.1080/01416200.2021.2009440
E. Cameron, C. Cassidy
ABSTRACT Situated in the context of the Scottish Religious and Moral Education (RME) curriculum, this article considers the practice of Community of Philosophical Inquiry (CoPI) and how it supports the RME curriculum. Sharing extracts from children’s CoPI sessions, the article reflects on the ways in which ten and eleven year-old children discuss religious and theological ideas philosophically. The child-led, collaborative approach demonstrates that the children work together to create meaning. It is proposed that the RME curriculum, or the enactment of the curriculum, often misses opportunities for children to engage with philosophical ideas about religious and theological concepts, and that an explicitly dialogic, philosophical approach affords important opportunities to support children’s self-understanding in-relation with the world and others.
{"title":"Collaborative, child-led philosophical inquiry in Religious and Moral Education","authors":"E. Cameron, C. Cassidy","doi":"10.1080/01416200.2021.2009440","DOIUrl":"https://doi.org/10.1080/01416200.2021.2009440","url":null,"abstract":"ABSTRACT Situated in the context of the Scottish Religious and Moral Education (RME) curriculum, this article considers the practice of Community of Philosophical Inquiry (CoPI) and how it supports the RME curriculum. Sharing extracts from children’s CoPI sessions, the article reflects on the ways in which ten and eleven year-old children discuss religious and theological ideas philosophically. The child-led, collaborative approach demonstrates that the children work together to create meaning. It is proposed that the RME curriculum, or the enactment of the curriculum, often misses opportunities for children to engage with philosophical ideas about religious and theological concepts, and that an explicitly dialogic, philosophical approach affords important opportunities to support children’s self-understanding in-relation with the world and others.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"44 1","pages":"172 - 187"},"PeriodicalIF":0.8,"publicationDate":"2022-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45438902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-20DOI: 10.1080/01416200.2022.2042672
Michalinos Zembylas
ABSTRACT This paper outlines a set of analytical perspectives grounded in affect theory for decolonising religious education. In particular, these perspectives are: recognising the role of religious feelings; examining the extent to which decolonial affective spaces can be created in the classroom; and, understanding how contemporary public discourses about multiculturalism and religious difference are affectively experienced by students and educators in their everyday lives. It is argued that these perspectives contribute to push further the uncovering of colonial legacies within contemporary religious education, especially in relation to Islamophobia. Further, it is emphasised that it is imperative for the project of decolonising religious education to pay attention to the affective dimensions of decolonisation; this implies not only interrogating the affective legacies of coloniality such as Islamophobia, but also producing decolonised affective communities in classrooms and schools.
{"title":"Decolonising religious education through the prism of affect theory: analytical perspectives for approaching Islamophobia in curriculum and pedagogy","authors":"Michalinos Zembylas","doi":"10.1080/01416200.2022.2042672","DOIUrl":"https://doi.org/10.1080/01416200.2022.2042672","url":null,"abstract":"ABSTRACT This paper outlines a set of analytical perspectives grounded in affect theory for decolonising religious education. In particular, these perspectives are: recognising the role of religious feelings; examining the extent to which decolonial affective spaces can be created in the classroom; and, understanding how contemporary public discourses about multiculturalism and religious difference are affectively experienced by students and educators in their everyday lives. It is argued that these perspectives contribute to push further the uncovering of colonial legacies within contemporary religious education, especially in relation to Islamophobia. Further, it is emphasised that it is imperative for the project of decolonising religious education to pay attention to the affective dimensions of decolonisation; this implies not only interrogating the affective legacies of coloniality such as Islamophobia, but also producing decolonised affective communities in classrooms and schools.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"45 1","pages":"3 - 13"},"PeriodicalIF":0.8,"publicationDate":"2022-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46037838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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