FIRE: Forum for International Research in Education最新文献_第5页

Study abroad, transformation, and ikigai: a case study 留学、转型与生活:个案研究

FIRE: Forum for International Research in Education Pub Date : 2019-11-05 DOI: 10.32865/fire201952170

O. Bilash

引用次数: 3

Addressing Canada’s Truth and Reconciliation Commission for Indigenous Peoples through Religious Literacy and Spirituality: Unexpected pathways to peace education 通过宗教扫盲和灵性向加拿大土著人民真相与和解委员会发表讲话:通往和平教育的意外途径

FIRE: Forum for International Research in Education Pub Date : 2019-02-28 DOI: 10.32865/FIRE201951135

W. Y. A. Chan, Harriet Akanmori, C. Parker

{"title":"Addressing Canada’s Truth and Reconciliation Commission for Indigenous Peoples through Religious Literacy and Spirituality: Unexpected pathways to peace education","authors":"W. Y. A. Chan, Harriet Akanmori, C. Parker","doi":"10.32865/FIRE201951135","DOIUrl":"https://doi.org/10.32865/FIRE201951135","url":null,"abstract":"In 2015, Canada’s Truth and Reconciliation Commission (TRC) documented 94 calls-to-action in relation to the institutional and debilitating legacy of the Indian Residential School System towards Indigenous culture, language, identity, and knowledge in order to actualize reconciliation between Indigenous peoples and Canada. In it, Justice Murray Sinclair explained that education caused much of the problem but is also part of the solution. Concurrently, the Ontario Human Rights Code (OHRC) updated its policy on preventing discrimination based on creed that includes religious and non-religious systems that influence a person’s identity, worldview, and lifestyle. In accordance, drawing on a framework of peace education, we present religious literacy and spirituality as pedagogy as potential responses to concerns raised by the TRC and OHRC, and as a means to inform and dialogue about Indigenous cultures and spirituality that have been silenced from public education for centuries. Thus, we reflect on further opportunities towards reconciliation and pathways to peace education in Ontario.","PeriodicalId":232875,"journal":{"name":"FIRE: Forum for International Research in Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133500870","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}

引用次数: 3

BOOK REVIEW: Sivasubramaniam, M., & Hayhoe, R. (Eds.) (2018). Religion and Education: Comparative and International Perspectives. Oxford: Symposium Books. 388 pp. ISBN: 978-1-910744-01-7. 书评:Sivasubramaniam, M.和Hayhoe, R.(编辑)(2018)。宗教与教育:比较和国际视角。牛津:论文集。388页。ISBN: 978-1-910744-01-7。

FIRE: Forum for International Research in Education Pub Date : 2019-02-28 DOI: 10.32865/fire201951131

Annett Graefe-Geusch

引用次数: 0

Teaching Religious Education: The Ethics and Religious Culture Program as Case Study 宗教教育教学:以伦理与宗教文化课程为例

FIRE: Forum for International Research in Education Pub Date : 2019-02-28 DOI: 10.32865/FIRE201951136

S. Jafralie, A. Zaver

{"title":"Teaching Religious Education: The Ethics and Religious Culture Program as Case Study","authors":"S. Jafralie, A. Zaver","doi":"10.32865/FIRE201951136","DOIUrl":"https://doi.org/10.32865/FIRE201951136","url":null,"abstract":"Responding to religious diversity and the new reality of schooling, the Ethics and Religious Culture (ERC) Program was introduced as a mandatory subject for all students in Quebec, Canada. Now in it's tenth year, the ERC has faced both challenges and successes in it's implementation. Though many studies have been written around the wider concepts of religious education and religious literacy in the public system, few studies have included voices from educators. Jafralie and Zaver's qualitative research study examines the potentials and struggles of the ERC Program, and by doing so, raise important considerations around the effective teaching of religion. The findings point to several consistent themes that teachers grapple with in regards to curriculum and pedagogy and highlights that in-service teachers are not thoroughly prepared to teach about religion, nor are teacher education programs effectively preparing pre-service teachers entering the field to deal with the complexities of teaching about religion in a secular setting. The authors suggest avenues in which teacher education for ERC teachers, and all religious education teachers, can look like in order for students and teachers to engage meaningfully with religious diversity.","PeriodicalId":232875,"journal":{"name":"FIRE: Forum for International Research in Education","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131572345","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}

引用次数: 6

BOOK REVIEW: McGill, J. (2016). Religious Identity and Cultural Negotiation: Toward a Theology of Christian Identity. Eugene, OR: Wipf and Stock Publishers. 286 pp. ISBN: 9781498290128 书评:麦吉尔，J.(2016)。宗教认同与文化协商:走向基督教认同神学。Eugene, OR: Wipf and Stock Publishers. 286页。ISBN: 9781498290128

FIRE: Forum for International Research in Education Pub Date : 2019-02-28 DOI: 10.32865/FIRE20195126

James B. Gerrie

引用次数: 0

"Spiritual and Moral Education" in Russian Public Schools: Constructing a Neo-traditionalist Identity 俄罗斯公立学校的“精神道德教育”:新传统主义身份的建构

FIRE: Forum for International Research in Education Pub Date : 2019-02-28 DOI: 10.32865/fire201951141

A. Ozhiganova

引用次数: 4

Holocaust Education in Germany: Ensuring relevance and meaning in an increasingly diverse community 德国的大屠杀教育:在日益多样化的社会中确保相关性和意义

FIRE: Forum for International Research in Education Pub Date : 2019-02-28 DOI: 10.32865/FIRE201951139

Monica Vitale, Rebecca Clothey

{"title":"Holocaust Education in Germany: Ensuring relevance and meaning in an increasingly diverse community","authors":"Monica Vitale, Rebecca Clothey","doi":"10.32865/FIRE201951139","DOIUrl":"https://doi.org/10.32865/FIRE201951139","url":null,"abstract":"German Chancellor Angela Merkel’s ‘open-door’ policy towards the recent wave of migrants and refugees to Europe shows promise for expanding the workforce and increasing diversity, yet opens up some significant cultural and religious differences. Although the government has created programs to aid in their transition, little attention has been paid to how school curriculum, particularly education on the Holocaust, is presented to students for whom the event lacks personal, religious, or social relevance or who may have been taught that it is a fabrication. This study focuses on how classroom material presents the rise of National Socialism and the Holocaust through a document analysis of curriculum materials from a Gymnasium in Hamburg, Germany. Results show that even at the highest level of the education system, students are not being presented with the material in a way that draws relevance to the present day nor fosters meaning for recent immigrants. For the Holocaust, which is both a significant historical event and a critical lesson in the importance of universal human rights, effective education is imperative in order to combat present global trends of radicalism and intolerance.","PeriodicalId":232875,"journal":{"name":"FIRE: Forum for International Research in Education","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122590995","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}

引用次数: 4

A Student-Faculty Collaborative Journey toward Transformative Religious and Secular Worldview Literacy 一个学生和教师合作的旅程，以改变宗教和世俗的世界观素养

FIRE: Forum for International Research in Education Pub Date : 2019-02-28 DOI: 10.32865/FIRE201951134

Ryan S. Gardner

引用次数: 1

BOOK REVIEW: Hilton III, J. (Ed.). (2018). Teaching Religion Using Technology in Higher Education. New York, NY: Routledge. 212 pp. ISBN: 9781138087224. 书评:希尔顿III, J.(编)。(2018)。在高等教育中运用技术进行宗教教学。纽约:劳特利奇出版社，212页，ISBN: 9781138087224。

FIRE: Forum for International Research in Education Pub Date : 2019-02-28 DOI: 10.32865/fire20195128

B. Marcus

引用次数: 0

Controlling Religious Knowledge and Education for Countering Religious Extremism – Case study of the Uyghur Muslims in China 控制宗教知识与教育，打击宗教极端主义——以中国维吾尔族穆斯林为例

FIRE: Forum for International Research in Education Pub Date : 2019-02-28 DOI: 10.32865/FIRE201951142

Dilmurat Mahmut

{"title":"Controlling Religious Knowledge and Education for Countering Religious Extremism – Case study of the Uyghur Muslims in China","authors":"Dilmurat Mahmut","doi":"10.32865/FIRE201951142","DOIUrl":"https://doi.org/10.32865/FIRE201951142","url":null,"abstract":"As a secularist state, China has always been highly sensitive about religious traditions, particularly Islam. During the late 1990s and especially after the 9/11 terrorist events, the government rhetoric has been to equate the Islamic knowledge and identity with violent ethnic separatism, and more recently extremism and terrorism (Roberts, 2016, 2018). Thus, the Uyghurs’ right to access Islamic knowledge and practice Islam has been increasingly restricted and diminished (Cook, 2017; Millward, 2018). After reviewing the recent history of Chinese rhetoric and policies regarding the religious education in Xinjiang, this article discusses the possible ramifications of such developments, via the lenses of post-colonialism, the Politics of Recognition (Taylor, 1994), the push and pull factors that trigger radicalization, and religious literacy. Meanwhile, through sharing the perspectives of the Uyghur diaspora in Canada, the author also highlights that current Chinese policies and practices could deepen the “us” vs. “them” dichotomy between the Muslim Uyghurs and the majority Han population as well as the Chinese state, therefore creating more tension in society.","PeriodicalId":232875,"journal":{"name":"FIRE: Forum for International Research in Education","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132872133","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}

引用次数: 10