Pub Date : 2023-09-04DOI: 10.1080/01416200.2023.2252190
Andrew Wright, Elina Wright
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Pub Date : 2023-08-29DOI: 10.1080/01416200.2023.2252193
Vishakha Kumar
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Pub Date : 2023-08-10DOI: 10.1080/01416200.2023.2244798
Yonah H. Matemba
As Religious Education (RE) in public schools repositions to remain educationally relevant for children in an increasingly secularised and post-truth world, the need to engage critically with complex issues (agreeable and the disagreeable) cannot be greater, even in non-public faith-based contexts such as Sunday School or Madrassa. The juxtaposition of different (at times conflicting) knowledge in the material content of contemporary RE, variety of pedagogical approaches and, crucially, how classroom discourse (involving students and teachers) at times de/legitimises certain knowledge, calls for critique (not criticism) as the basis for doing RE. While criticism focuses on fault-finding, disapproval, and ‘othering’, on the other hand, critique relates to skilful conceptualisation, considered judgement, detailed analysis, and reflective assessment of issues, whether religious or not. Critique draws from Critical Theory, involving dialectical thinking and is helpful because it facilitates a critical assessment of and challenge to hegemony, dominant culture, and ideology of the curriculum. In RE, critique is aligned with Critical Religious Education (CRE) initially developed by Andrew Wright mainly dealing with truth claims (Wright 2007). In its rather evolved form, what makes CRE useful is how it can help learners engage with truth claims whether inside or outside religious belief, including how the approach can be put into practice in classroom discourse (Franck 2015; Goodman 2018). Critique in RE does not require suspending one’s faith (for those with one) nor provide, carte blanche, space to attack religious beliefs or non-religious stances for that matter. Rather, while it deals with disagreement – after all disagreements are part of life (Flensner and Von der Lippe 2019), it fosters critical dialogue informed by an exchange of relevant information, contradictory feelings, and nuanced perspectives (O’Grady and Jackson 2020). Reading the various articles selected for this volume, I find myself re-appraising the value of critique in RE to appreciate fully their significance in the context in which they have been raised. From Sweden, Ebba Henrekson takes a historical-policy perspective in surveying the existence of independent of confessional schools and highlighting – to the contemporary reader – that these schools are neither new nor a growing problem. This point, according to her, is worth raising to dispel the media-fuelled fear of Muslim independent confessional schools as potential cause of social problems that can lead to ‘segregation, intolerance, extremism, and religious fundamentalism’ belying the fact that historically in Sweden, Christian independent schools have always deviated from values existing in public schools. By highlighting the trajectory of Swedish independent schools, Henrekson takes a critical stance in arguing that public negative attention placed on fewer (Muslim) independent public schools is unfounded and hugely proble
随着公立学校的宗教教育(RE)在日益世俗化和后真理世界中重新定位，以保持对儿童的教育相关性，批判性地参与复杂问题(同意和不同意)的需求不能更大，即使在非公共信仰背景下，如主日学校或马德拉萨。当代可再生能源材料内容中不同(有时相互冲突)知识的并置，各种教学方法，以及至关重要的是，课堂话语(涉及学生和教师)有时如何使某些知识合法化，需要批评(而不是批评)作为进行可再生能源的基础。批评侧重于寻找缺点，不赞成和“他者”，另一方面，批评涉及到熟练的概念化，经过考虑的判断，详细的分析，以及对问题的反思性评估，无论宗教与否。批判源自批判理论，涉及辩证思维，有助于对课程的霸权、主导文化和意识形态进行批判性评估和挑战。在RE中，批判与最初由Andrew Wright开发的批判宗教教育(CRE)一致，主要处理真理主张(Wright 2007)。在其相当进化的形式中，使CRE有用的是它如何帮助学习者参与宗教信仰内部或外部的真理主张，包括如何将这种方法应用于课堂话语(Franck 2015;古德曼2018)。RE中的批判并不需要暂停一个人的信仰(对于那些有信仰的人)，也不提供全权委托的空间来攻击宗教信仰或非宗教立场。相反，虽然它处理分歧——毕竟分歧是生活的一部分(Flensner and Von der Lippe 2019)，但它通过交换相关信息、矛盾的感受和微妙的观点(O’grady and Jackson 2020)，促进了批判性对话。阅读为本卷选择的各种文章，我发现自己重新评估了可重构中批判的价值，以充分理解它们在提出它们的背景下的重要性。来自瑞典的Ebba Henrekson从历史政策的角度考察了独立教派学校的存在，并向当代读者强调，这些学校既不是新出现的，也不是一个日益严重的问题。根据她的说法，这一点值得提出，以消除媒体对穆斯林独立忏悔学校的恐惧，因为它可能导致社会问题，导致“隔离，不宽容，极端主义和宗教原教旨主义”，掩盖了历史上在瑞典，基督教独立学校总是偏离公立学校存在的价值观的事实。通过强调瑞典独立学校的发展轨迹，Henrekson采取了一种批判的立场，认为公众对少数(穆斯林)独立公立学校的负面关注是没有根据的，而且对于瑞典已经成为一个多元化社会来说，这是一个巨大的问题。基于现象学的反思，在Brendan Hyde和David Kennedy的文章中，使用批判来解决RE中复杂的真理概念是显而易见的。海德在澳大利亚的文章中探讨了如何通过与敬虔游戏室的社区儿童一起工作，在主日学校RE(借鉴杰罗姆·贝里曼的作品)中探索真理作为Alethia(“难忘”)。根据海德的说法，敬虔的游戏包括讲述圣经故事……通过寓言的讲述来展示真理是如何逐渐被揭示的。从批判的角度来看，敬虔的游戏包含了一个辩证的过程，涉及通过“揭露、隐藏、退缩和反思”表达的真理的展示和隐藏之间的反复互动。对话参与的创造性过程鼓励儿童以有意义和反思的方式参与他们的学习。《海德英国宗教教育杂志》2023年第45卷第1期。4,309 - 312 https://doi.org/10.1080/01416200.2023.2244798
{"title":"Critique in Religious Education","authors":"Yonah H. Matemba","doi":"10.1080/01416200.2023.2244798","DOIUrl":"https://doi.org/10.1080/01416200.2023.2244798","url":null,"abstract":"As Religious Education (RE) in public schools repositions to remain educationally relevant for children in an increasingly secularised and post-truth world, the need to engage critically with complex issues (agreeable and the disagreeable) cannot be greater, even in non-public faith-based contexts such as Sunday School or Madrassa. The juxtaposition of different (at times conflicting) knowledge in the material content of contemporary RE, variety of pedagogical approaches and, crucially, how classroom discourse (involving students and teachers) at times de/legitimises certain knowledge, calls for critique (not criticism) as the basis for doing RE. While criticism focuses on fault-finding, disapproval, and ‘othering’, on the other hand, critique relates to skilful conceptualisation, considered judgement, detailed analysis, and reflective assessment of issues, whether religious or not. Critique draws from Critical Theory, involving dialectical thinking and is helpful because it facilitates a critical assessment of and challenge to hegemony, dominant culture, and ideology of the curriculum. In RE, critique is aligned with Critical Religious Education (CRE) initially developed by Andrew Wright mainly dealing with truth claims (Wright 2007). In its rather evolved form, what makes CRE useful is how it can help learners engage with truth claims whether inside or outside religious belief, including how the approach can be put into practice in classroom discourse (Franck 2015; Goodman 2018). Critique in RE does not require suspending one’s faith (for those with one) nor provide, carte blanche, space to attack religious beliefs or non-religious stances for that matter. Rather, while it deals with disagreement – after all disagreements are part of life (Flensner and Von der Lippe 2019), it fosters critical dialogue informed by an exchange of relevant information, contradictory feelings, and nuanced perspectives (O’Grady and Jackson 2020). Reading the various articles selected for this volume, I find myself re-appraising the value of critique in RE to appreciate fully their significance in the context in which they have been raised. From Sweden, Ebba Henrekson takes a historical-policy perspective in surveying the existence of independent of confessional schools and highlighting – to the contemporary reader – that these schools are neither new nor a growing problem. This point, according to her, is worth raising to dispel the media-fuelled fear of Muslim independent confessional schools as potential cause of social problems that can lead to ‘segregation, intolerance, extremism, and religious fundamentalism’ belying the fact that historically in Sweden, Christian independent schools have always deviated from values existing in public schools. By highlighting the trajectory of Swedish independent schools, Henrekson takes a critical stance in arguing that public negative attention placed on fewer (Muslim) independent public schools is unfounded and hugely proble","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"45 1","pages":"309 - 312"},"PeriodicalIF":0.8,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48161225","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 : 2023-07-12DOI: 10.1080/01416200.2023.2234655
Beata Bilicka, Elżbieta Osewska, Józef Stala
{"title":"RE teachers and the challenges of digital didactics during the coronavirus pandemic in Poland","authors":"Beata Bilicka, Elżbieta Osewska, Józef Stala","doi":"10.1080/01416200.2023.2234655","DOIUrl":"https://doi.org/10.1080/01416200.2023.2234655","url":null,"abstract":"","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48439794","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 : 2023-07-11DOI: 10.1080/01416200.2023.2233055
Nopparat Ruankool
{"title":"COVID-19 and religious education reimagined: discovering a reflective space through Hannah Arendt’s concept of thinking","authors":"Nopparat Ruankool","doi":"10.1080/01416200.2023.2233055","DOIUrl":"https://doi.org/10.1080/01416200.2023.2233055","url":null,"abstract":"","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43865532","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 : 2023-07-03DOI: 10.1080/01416200.2022.2086103
A. Kimanen
ABSTRACT When social justice education is conducted in religious education (RE) classes, it can take the forms of education about (concepts and facts), into (enhancing commitment), with (negotiating practices) and through (pupil-led action) social justice. The first three approaches were used in seven RE lessons observed in urban Finnish lower secondary schools. The aim was to find out how different approaches to social justice education fit into RE classes and what kind of social justice identities these create. Social justice identities were combinations of the degrees of privilege and agency constructed in the classroom interaction. The analysis shows that non-privileged identities were often referred to as absent and remote. Construction of agency was also often left incomplete. The exceptions were the instances where the teacher intentionally taught with social justice and encouraged the pupils to criticise school practices. They provided a safe but limited way to address powerlessness and promote pupil agency. RE classrooms are well fitted for cultivating informed and concerned citizens but more attention needs to be paid to fostering agency and addressing minoritized identities.
{"title":"Privileged and non-privileged agencies – education about, into and with social justice in religious education classrooms","authors":"A. Kimanen","doi":"10.1080/01416200.2022.2086103","DOIUrl":"https://doi.org/10.1080/01416200.2022.2086103","url":null,"abstract":"ABSTRACT When social justice education is conducted in religious education (RE) classes, it can take the forms of education about (concepts and facts), into (enhancing commitment), with (negotiating practices) and through (pupil-led action) social justice. The first three approaches were used in seven RE lessons observed in urban Finnish lower secondary schools. The aim was to find out how different approaches to social justice education fit into RE classes and what kind of social justice identities these create. Social justice identities were combinations of the degrees of privilege and agency constructed in the classroom interaction. The analysis shows that non-privileged identities were often referred to as absent and remote. Construction of agency was also often left incomplete. The exceptions were the instances where the teacher intentionally taught with social justice and encouraged the pupils to criticise school practices. They provided a safe but limited way to address powerlessness and promote pupil agency. RE classrooms are well fitted for cultivating informed and concerned citizens but more attention needs to be paid to fostering agency and addressing minoritized identities.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"45 1","pages":"277 - 287"},"PeriodicalIF":0.8,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41925025","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 : 2023-06-08DOI: 10.1080/01416200.2023.2220937
Sjay Patterson-Craven
ABSTRACT This article explores the teacher agency of five beginner RE teachers undertaking their 1-year probationary period (Post-Initial Teacher Education) 1 in five Secondary RE departments in the North-West of England during the 2018/2019 academic year. Drawn from a piece of doctoral research, the article discusses the findings of an interpretivist practitioner-inquiry, which adopted an ecological approach to teacher agency. The article suggests that for the beginner RE teachers involved in the research their sense of agency was significantly influenced by their own experiences of RE as secondary-aged pupils and that this is to a much greater extent than the current literature on teacher agency may acknowledge. The article suggests that despite the passage of time a ‘legacy of community cohesion’ dominates their sense of teacher agency and informs their sense of self as a teacher of RE. The article concludes by briefly considering the tensions, which such a sense of agency may cause in the current climate of what it means for pupils to ‘get better’ at RE.
{"title":"The legacy of community cohesion: exploring the teacher agency of beginner RE teachers","authors":"Sjay Patterson-Craven","doi":"10.1080/01416200.2023.2220937","DOIUrl":"https://doi.org/10.1080/01416200.2023.2220937","url":null,"abstract":"ABSTRACT This article explores the teacher agency of five beginner RE teachers undertaking their 1-year probationary period (Post-Initial Teacher Education) 1 in five Secondary RE departments in the North-West of England during the 2018/2019 academic year. Drawn from a piece of doctoral research, the article discusses the findings of an interpretivist practitioner-inquiry, which adopted an ecological approach to teacher agency. The article suggests that for the beginner RE teachers involved in the research their sense of agency was significantly influenced by their own experiences of RE as secondary-aged pupils and that this is to a much greater extent than the current literature on teacher agency may acknowledge. The article suggests that despite the passage of time a ‘legacy of community cohesion’ dominates their sense of teacher agency and informs their sense of self as a teacher of RE. The article concludes by briefly considering the tensions, which such a sense of agency may cause in the current climate of what it means for pupils to ‘get better’ at RE.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"45 1","pages":"394 - 403"},"PeriodicalIF":0.8,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44320841","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 : 2023-06-02DOI: 10.1080/01416200.2023.2220940
M. F. Ansyari, Sultan Syarif, Kasim Riau
ABSTRACT This paper presents evidence of the design of Islamic Religious Education (IRE) by evaluating the purpose, the interconnectedness of curricular components and its contextual levels through a conceptual framework for studying the design of IRE. Relying on document analyses, the findings indicate a gap between the intended and teachers’ designs of IRE. The threefold purpose of IRE, ta’leem, ta’deeb and tarbiyah, is rarely integrated into designing IRE outcomes. The ta’leem oriented outcomes are the most frequently included, the so-called ‘cognitification’ of IRE in this study. Furthermore, the components of intended IRE outcomes, formation activities that shape the threefold purpose, and assessment methods are often unaligned with one another, especially in designing IRE related to the domains of ta’deeb and tarbiyah. Finally, IRE is generally designed to help students contribute at the personal, local and national levels although its contribution to the global one is only expected from upper secondary school students. Based on these findings, this study calls for developing a taxonomy of IRE and rethinking the role of IRE in addressing multiple challenges at various levels.
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Pub Date : 2023-05-15DOI: 10.1080/01416200.2023.2213406
O. Sitarz, Anna Jaworska-Wieloch, J. Hanc
ABSTRACT In this article, we reconstruct the international standards relating to the religious education of a juvenile placed in an isolation centre in connection with the commission of a prohibited act. From a human rights perspective, this is a particularly complicated situation because there is a competition between parties that (at least potentially) have the right to decide on such education. These parties include: juveniles, their parent(s) or legal guardians and the authorities of an isolation centre. The rights of each of them are governed by various legal acts of a different rank – both in an international and national order. An analysis of international documents made it possible to assess the legal situation within the scope defined in the title and formulate certain postulates.
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Pub Date : 2023-05-11DOI: 10.1080/01416200.2023.2210778
Małgorzata Wałejko, Julian Stern
ABSTRACT This article is a philosophical and theological exploration of the role of the ineffable as one of the central features that religion and religious traditions can bring to schooling. The ineffable is described as itself related to the uncommunicable and the uncommunicated – in all of life and specifically in schools. Drawing especially on Anglophone and Polish sources, the conclusion of the article draws on Moore’s earlier account of ineffability and mystery in schools, to make a case for this as one of the most significant of the ‘gifts’ that religious traditions may offer to schooling – including to secular schooling.
{"title":"Ineffable education, the uncommunicable and the uncommunicated","authors":"Małgorzata Wałejko, Julian Stern","doi":"10.1080/01416200.2023.2210778","DOIUrl":"https://doi.org/10.1080/01416200.2023.2210778","url":null,"abstract":"ABSTRACT This article is a philosophical and theological exploration of the role of the ineffable as one of the central features that religion and religious traditions can bring to schooling. The ineffable is described as itself related to the uncommunicable and the uncommunicated – in all of life and specifically in schools. Drawing especially on Anglophone and Polish sources, the conclusion of the article draws on Moore’s earlier account of ineffability and mystery in schools, to make a case for this as one of the most significant of the ‘gifts’ that religious traditions may offer to schooling – including to secular schooling.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"45 1","pages":"358 - 369"},"PeriodicalIF":0.8,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46690385","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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