Pub Date : 2022-06-07DOI: 10.1080/01416200.2022.2080357
N. Fancourt, Abdurrahman Hendek
In this editorial, we discuss the past, present and future of research and scholarship on the relationship between religious education, law and the judiciary, through national, international and supranational perspectives. The past is explored through highlighting previously published articles in this journal over eight decades, illustrating some perennial issues and challenges, both in the UK and internationally; it thereby acts as a catalyst for the new scholarship and research in this special issue. The present is explored through a discussion of the papers of this special issue, which range from Colombia to Scotland and from national to international/supranational perspectives, exploring various issues related to religious education, law and the judiciary. We then present broad comments on the future of research and scholarship on the relationship between religious education, law and the judiciary.
{"title":"National, international and supranational perspectives on religious education, law and the judiciary: past, present and future","authors":"N. Fancourt, Abdurrahman Hendek","doi":"10.1080/01416200.2022.2080357","DOIUrl":"https://doi.org/10.1080/01416200.2022.2080357","url":null,"abstract":"In this editorial, we discuss the past, present and future of research and scholarship on the relationship between religious education, law and the judiciary, through national, international and supranational perspectives. The past is explored through highlighting previously published articles in this journal over eight decades, illustrating some perennial issues and challenges, both in the UK and internationally; it thereby acts as a catalyst for the new scholarship and research in this special issue. The present is explored through a discussion of the papers of this special issue, which range from Colombia to Scotland and from national to international/supranational perspectives, exploring various issues related to religious education, law and the judiciary. We then present broad comments on the future of research and scholarship on the relationship between religious education, law and the judiciary.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41937739","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 : 2022-05-15DOI: 10.1080/01416200.2022.2073967
Ebba Henrekson
ABSTRACT This article aims to contribute to the ongoing discussion on public religion by describing how independent confessional schools were established in Sweden (1795–2019) and by clarifying and deconstructing the dominant ideals that underpin school policy initiatives concerning religion, education, and independent confessional schools. I seek to answer the question: In what way do independent confessional schools appear problematic in relation to general school policy during the period 1795–2019? Employing both descriptive quantitative analysis using register data on independent confessional schools and critical policy analysis inspired by Bacchi’s WPR-approach (‘What’s the Problem Represented to Be’), this study shows that (1) independent confessional schools are not a new or growing phenomenon in Sweden and (2) throughout this study’s focal period, regardless of whether a religious or secular foundation was ascribed to Sweden’s public school system, independent confessional schools were perceived to deviate from public schools’ principal values.
{"title":"The continuation of perceived deviance: independent confessional schools in Sweden 1795–2019","authors":"Ebba Henrekson","doi":"10.1080/01416200.2022.2073967","DOIUrl":"https://doi.org/10.1080/01416200.2022.2073967","url":null,"abstract":"ABSTRACT This article aims to contribute to the ongoing discussion on public religion by describing how independent confessional schools were established in Sweden (1795–2019) and by clarifying and deconstructing the dominant ideals that underpin school policy initiatives concerning religion, education, and independent confessional schools. I seek to answer the question: In what way do independent confessional schools appear problematic in relation to general school policy during the period 1795–2019? Employing both descriptive quantitative analysis using register data on independent confessional schools and critical policy analysis inspired by Bacchi’s WPR-approach (‘What’s the Problem Represented to Be’), this study shows that (1) independent confessional schools are not a new or growing phenomenon in Sweden and (2) throughout this study’s focal period, regardless of whether a religious or secular foundation was ascribed to Sweden’s public school system, independent confessional schools were perceived to deviate from public schools’ principal values.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47140182","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 : 2022-04-25DOI: 10.1080/01416200.2022.2061423
S. Achituv, Ruth Danino Lichtenstein
ABSTRACT A study was conducted dealing with biblical narratives recalled by Israeli students of early childhood education (ECE), explanations they give for their choice and the reflection of these explanations on aspects of their personal and cultural identity. This qualitative research employs case study. It includes an activity which was conducted throughout several years in Bible teaching courses for ECE students. Ninety ECE students in two colleges were requested to recall a biblical narrative, draw it and explain their choice. Findings indicate a stable pattern: the vast majority drew pictures from Genesis and the first chapters of Exodus. Students justified their choice by referring mainly to the meaning of narratives told to them in their early childhood and the narratives’ relevance to their lives and values. Findings reflect aspects of personal components of students’ identity, as well as broader national community components. The importance of this research is in illustrating biblical narratives from Genesis and the first chapters of Exodus in the memory of students of ECE. The students’ explanations of the Bible stories they remember from their childhood indicate the significance they ascribe to their experiences during this period and the significant role kindergarten teachers play in teaching biblical narratives.
{"title":"Which of the Bible stories do you best remember? The significance of selected Bible stories for early childhood education students","authors":"S. Achituv, Ruth Danino Lichtenstein","doi":"10.1080/01416200.2022.2061423","DOIUrl":"https://doi.org/10.1080/01416200.2022.2061423","url":null,"abstract":"ABSTRACT A study was conducted dealing with biblical narratives recalled by Israeli students of early childhood education (ECE), explanations they give for their choice and the reflection of these explanations on aspects of their personal and cultural identity. This qualitative research employs case study. It includes an activity which was conducted throughout several years in Bible teaching courses for ECE students. Ninety ECE students in two colleges were requested to recall a biblical narrative, draw it and explain their choice. Findings indicate a stable pattern: the vast majority drew pictures from Genesis and the first chapters of Exodus. Students justified their choice by referring mainly to the meaning of narratives told to them in their early childhood and the narratives’ relevance to their lives and values. Findings reflect aspects of personal components of students’ identity, as well as broader national community components. The importance of this research is in illustrating biblical narratives from Genesis and the first chapters of Exodus in the memory of students of ECE. The students’ explanations of the Bible stories they remember from their childhood indicate the significance they ascribe to their experiences during this period and the significant role kindergarten teachers play in teaching biblical narratives.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44883959","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 : 2022-04-16DOI: 10.1080/01416200.2022.2076377
Julian Stern
Articles published by the BJRE are first published online. When the editorial team puts together a new issue, we therefore have a selection of these online articles to choose from. We have tried, over the years, to have a range of materials from a range of countries. It may be the ‘British’ journal of religious education, but it has had an international range since its inception. (The first editor of the journal under its current name was the UK-based Australian academic John Hull, so an international reach was already ‘baked in’ to the journal’s perspective from at least the 1970s.) More recently, it has been a joy to see new countries represented in the issues. This has led to challenges, of course: it is not easy to speak to an international audience when the different countries and regions have such different experiences of, and policies on, religious education. However, we are confident that these challenges are making a world of difference to the journal. The current issue is a fine illustration of this. There are several themes addressed by the articles, and within each theme, there are different approaches from different jurisdictions around the world. I have started with conflict, as conflict is seen, variously, as the biggest problem for religious education, or as something that can be resolved by religious education and therefore as RE’s greatest contribution to the education of children and young people. More than a decade ago, a major research project explored RE’s contribution to dialogue and conflict (Avest et al. 2009), and these are complex issues. A school without any conflict is false; a school riven by conflict is damaging. How can conflict be used creatively to help contribute to learning (e.g. through cognitive dissonance, and the dialogic sharing of different opinions) without pushing people apart? The first article in this issue of the BJRE explores conflicts in French state school, with Ismail Ferhat’s article Quantified secularism? Counting religious conflicts in French state schools since the 1980s. France is all-too-rarely represented in RE research, as RE is not present in most state schools, but Ferhat explores whether this absence is helpful or problematic. Well, it is clear for anyone who has followed news on religion in France that there is no simple ‘solution’ offered by secularity or laïcité, and yet it is difficult to research religious conflicts in schools in a culture that has difficulty defining what such conflicts might be, let alone how to resolve them. I remember reading of the campaign to ensure children and young people should eat pork in French schools (Chrisafis 2015), because not eating pork could be construed as a form of religious observance which a secular state should not support. Ferhat shows how challenging it is even to know what is happening in schools. From the potential for conflict in France with a secularist education system, to the research by Anna Zellma, Roman Buchta and Wojciech Cicho
{"title":"A world of difference","authors":"Julian Stern","doi":"10.1080/01416200.2022.2076377","DOIUrl":"https://doi.org/10.1080/01416200.2022.2076377","url":null,"abstract":"Articles published by the BJRE are first published online. When the editorial team puts together a new issue, we therefore have a selection of these online articles to choose from. We have tried, over the years, to have a range of materials from a range of countries. It may be the ‘British’ journal of religious education, but it has had an international range since its inception. (The first editor of the journal under its current name was the UK-based Australian academic John Hull, so an international reach was already ‘baked in’ to the journal’s perspective from at least the 1970s.) More recently, it has been a joy to see new countries represented in the issues. This has led to challenges, of course: it is not easy to speak to an international audience when the different countries and regions have such different experiences of, and policies on, religious education. However, we are confident that these challenges are making a world of difference to the journal. The current issue is a fine illustration of this. There are several themes addressed by the articles, and within each theme, there are different approaches from different jurisdictions around the world. I have started with conflict, as conflict is seen, variously, as the biggest problem for religious education, or as something that can be resolved by religious education and therefore as RE’s greatest contribution to the education of children and young people. More than a decade ago, a major research project explored RE’s contribution to dialogue and conflict (Avest et al. 2009), and these are complex issues. A school without any conflict is false; a school riven by conflict is damaging. How can conflict be used creatively to help contribute to learning (e.g. through cognitive dissonance, and the dialogic sharing of different opinions) without pushing people apart? The first article in this issue of the BJRE explores conflicts in French state school, with Ismail Ferhat’s article Quantified secularism? Counting religious conflicts in French state schools since the 1980s. France is all-too-rarely represented in RE research, as RE is not present in most state schools, but Ferhat explores whether this absence is helpful or problematic. Well, it is clear for anyone who has followed news on religion in France that there is no simple ‘solution’ offered by secularity or laïcité, and yet it is difficult to research religious conflicts in schools in a culture that has difficulty defining what such conflicts might be, let alone how to resolve them. I remember reading of the campaign to ensure children and young people should eat pork in French schools (Chrisafis 2015), because not eating pork could be construed as a form of religious observance which a secular state should not support. Ferhat shows how challenging it is even to know what is happening in schools. From the potential for conflict in France with a secularist education system, to the research by Anna Zellma, Roman Buchta and Wojciech Cicho","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45892122","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 : 2022-04-12DOI: 10.1080/01416200.2022.2063257
Edwin Garavito-Munoz
ABSTRACT This paper attempts to look at the Colombian case of secularisation, touching on the current state of religion and Religious Education from three perspectives: the law, the Catholic Church, and the wider society, to determine the challenges acquired by the gap developed between religion, religiosity and secular legislation. With this in mind, the article recognises that Religious Education an Colombian law have fallen short from addressing the issues presented by the Colombian situation. Finally, it introduces some ideas on what the focus of RE and law should be for the subject to be able to respond to some challenges particular to this South American country.
{"title":"RE in the Colombian context: addressing the gap between secular legislation and social religiosity?","authors":"Edwin Garavito-Munoz","doi":"10.1080/01416200.2022.2063257","DOIUrl":"https://doi.org/10.1080/01416200.2022.2063257","url":null,"abstract":"ABSTRACT This paper attempts to look at the Colombian case of secularisation, touching on the current state of religion and Religious Education from three perspectives: the law, the Catholic Church, and the wider society, to determine the challenges acquired by the gap developed between religion, religiosity and secular legislation. With this in mind, the article recognises that Religious Education an Colombian law have fallen short from addressing the issues presented by the Colombian situation. Finally, it introduces some ideas on what the focus of RE and law should be for the subject to be able to respond to some challenges particular to this South American country.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48038913","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 : 2022-04-03DOI: 10.1080/01416200.2022.2038360
V. Baumfield
The recent review of research in RE conducted by OfSTED, the government agency responsible for inspecting education provision in England, advocates teacher engagement with research in order to address the complexity of a subject in which there is a lack of consensus about the aims and purposes and the RE teacher needs to be supported to engage with educational theory and research findings. Such concern for the relationship between teaching and research is not new and interest in understanding how to facilitate productive interactions recurs periodically. In 1967, the National Foundation for Educational Research in England and Wales (NFER) was commissioned to undertake an investigation of the views of teachers on educational research supported by the government, local education authorities and school leaders. The survey of teachers’ attitudes to research addressed four major questions:
{"title":"Research in and for religious education","authors":"V. Baumfield","doi":"10.1080/01416200.2022.2038360","DOIUrl":"https://doi.org/10.1080/01416200.2022.2038360","url":null,"abstract":"The recent review of research in RE conducted by OfSTED, the government agency responsible for inspecting education provision in England, advocates teacher engagement with research in order to address the complexity of a subject in which there is a lack of consensus about the aims and purposes and the RE teacher needs to be supported to engage with educational theory and research findings. Such concern for the relationship between teaching and research is not new and interest in understanding how to facilitate productive interactions recurs periodically. In 1967, the National Foundation for Educational Research in England and Wales (NFER) was commissioned to undertake an investigation of the views of teachers on educational research supported by the government, local education authorities and school leaders. The survey of teachers’ attitudes to research addressed four major questions:","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42141636","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 : 2022-03-24DOI: 10.1080/01416200.2022.2054773
R. Bowie, F. Panjwani, K. Clemmey
ABSTRACT This article reports findings from a sacred text scholarship project in Religious Education/Religion and Worldviews (RE/RW) lessons. In the Texts and Teachers project secondary school teachers found that RE became more meta through a more scholarly treatment of texts, and led to leap moments with pupils who could accomplish multidimensional engagement with texts. This article contributes to an improved understanding of how classroom textual hermeneutics addresses concerns with teaching sacred texts.
{"title":"A meta approach to texts in religious education: researching teachers’ engagement with sacred text scholarship in English secondary schools","authors":"R. Bowie, F. Panjwani, K. Clemmey","doi":"10.1080/01416200.2022.2054773","DOIUrl":"https://doi.org/10.1080/01416200.2022.2054773","url":null,"abstract":"ABSTRACT This article reports findings from a sacred text scholarship project in Religious Education/Religion and Worldviews (RE/RW) lessons. In the Texts and Teachers project secondary school teachers found that RE became more meta through a more scholarly treatment of texts, and led to leap moments with pupils who could accomplish multidimensional engagement with texts. This article contributes to an improved understanding of how classroom textual hermeneutics addresses concerns with teaching sacred texts.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45995972","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 : 2022-03-16DOI: 10.1080/01416200.2022.2052803
Kirsten Marie Hartvigsen, Elisabet Haakedal
ABSTRACT This article presents the results of an in-depth analysis of ten texts written by ten-year-old pupils during a religious education (RE) lesson about Jesus’ parables. The texts from the pupils’ notebooks were analysed with passages from the RE textbook and the teacher’s handbook to explore how these books influenced the pupils’ texts. The main theoretical framework guiding our analysis was conceptual blending theory, which enabled us to outline how the pupils had interrelated and integrated information from different sources during their reading, understanding, and interpretation of Jesus’ parable about the lost/retrieved sheep (Luke 15:4–7). We found substantial similarities between the pupils’ texts, the RE textbook, and the teacher’s handbook, but the pupils’ texts also included information they had acquired from other sources, such as the RE lesson or their leisure activities. The emphasis on Christian academic insider perspectives in the textbook influenced the pupils’ interpretations but did not necessarily restrain them. Some pupils’ texts offer interpretations that are relatively independent, although they primarily represent Christian insider perspectives, both academic and personal. Additionally, they illuminate the internal diversity of Christianity. Our focus on empirical material complements previous research on narrative RE based on historical and educational philosophical approaches.
{"title":"Jesus’ parables for and by ten-year-olds: applying blending theory in in-depth analyses of pupils’ RE texts, RE textbook passages, and teacher’s handbook passages in the context of Norwegian inclusive public religious education","authors":"Kirsten Marie Hartvigsen, Elisabet Haakedal","doi":"10.1080/01416200.2022.2052803","DOIUrl":"https://doi.org/10.1080/01416200.2022.2052803","url":null,"abstract":"ABSTRACT This article presents the results of an in-depth analysis of ten texts written by ten-year-old pupils during a religious education (RE) lesson about Jesus’ parables. The texts from the pupils’ notebooks were analysed with passages from the RE textbook and the teacher’s handbook to explore how these books influenced the pupils’ texts. The main theoretical framework guiding our analysis was conceptual blending theory, which enabled us to outline how the pupils had interrelated and integrated information from different sources during their reading, understanding, and interpretation of Jesus’ parable about the lost/retrieved sheep (Luke 15:4–7). We found substantial similarities between the pupils’ texts, the RE textbook, and the teacher’s handbook, but the pupils’ texts also included information they had acquired from other sources, such as the RE lesson or their leisure activities. The emphasis on Christian academic insider perspectives in the textbook influenced the pupils’ interpretations but did not necessarily restrain them. Some pupils’ texts offer interpretations that are relatively independent, although they primarily represent Christian insider perspectives, both academic and personal. Additionally, they illuminate the internal diversity of Christianity. Our focus on empirical material complements previous research on narrative RE based on historical and educational philosophical approaches.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42223508","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 : 2022-03-13DOI: 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":null,"pages":null},"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":null,"pages":null},"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}
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