British Journal of Religious Education最新文献

{"title":"Myths and misunderstandings: how religious Education contributed to vaccine hesitancy among Nigerian Christian students","authors":"Favour C. Uroko, George C. Nche","doi":"10.1080/01416200.2023.2282930","DOIUrl":"https://doi.org/10.1080/01416200.2023.2282930","url":null,"abstract":"The aim of this study was to explore: 1) how religious education (RE) contributed to COVID-19 vaccine hesitancy among Christian students in Nigeria; and 2) how RE could be used to counter vaccine h...","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"10 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138532688","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}

{"title":"Functions of crisis in religious education discourse since 1975. A critical corpus-assisted analysis","authors":"Stefan Altmeyer, Andreas Menne","doi":"10.1080/01416200.2023.2282931","DOIUrl":"https://doi.org/10.1080/01416200.2023.2282931","url":null,"abstract":"The omnipresence of multiple crisis diagnoses in contemporary public discourse deeply affects religious education (RE). At first sight, this does not seem to be surprising, insofar as it correspond...","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"31 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138532696","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}

{"title":"<i>Maktab education</i> : a community imperative and the making of Muslim ambassadors","authors":"Imran Mogra","doi":"10.1080/01416200.2023.2278129","DOIUrl":"https://doi.org/10.1080/01416200.2023.2278129","url":null,"abstract":"ABSTRACTContemporary discourse on Muslims and Islam has included a reassessment of traditional educational institutions; makātib and madāris. Hitherto, understanding insider aspirations and anxieties appear to be rare. To this end, the perspectives of Muslim female teachers in makātib (supplementary schools for Muslims, sometimes known as ‘mosque schools’) in England were surveyed. This original article attends to their views regarding the aims of this educational provision. Bourdieu’s theory of social reproduction is used to rationalise their perspectives. The findings reveal their professional aspirations and suggestions to better the learning processes. They expose a changing phenomenon. Furthermore, through their services, they challenge stereotyped assumptions about makātib and their functions. The data de-mystifies the visions they hold for Muslim children and the wider society.KEYWORDS: MaktabMuslimeducationBritishwomenmadrasah AcknowledgmentsThis work was not funded.Disclosure statementThe participants attended his training session.Additional informationNotes on contributorsImran MograImran Mogra has authored Jumpstart RE! (Routledge 2018), Islam: A Guide for Teachers (SAGE 2020) and Religious Education 5-11 A Guide for Teachers (Routledge 2023). He is a senior lecturer in professional studies and religious education, Primary Education, College of Education and Social Work, Faculty of Health, Education and Life Sciences, Birmingham City University, England.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":" 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135242062","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}

{"title":"Religion, church, national identity, and the solidarity movement in school history textbooks in Poland","authors":"Daria Hejwosz-Gromkowska, Dobrochna Hildebrandt-Wypych","doi":"10.1080/01416200.2023.2278441","DOIUrl":"https://doi.org/10.1080/01416200.2023.2278441","url":null,"abstract":"ABSTRACTThis paper analyses the Solidarity movement narratives, focusing on church representatives, religious issues, and symbols in the Polish history textbooks for upper secondary schools between 1991 and 2018. The analysed textbooks prove to reinforce Poland’s national and religious identities, with John Paul II and the priest Popiełuszko being the primary national heroes of the Solidarity movement. The Catholic Church is presented as a protector of national values during the Solidarity period. The study also reveals the gradual reduction and simplification of the textbooks’ content. This tendency is a trigger for the polarisation of the historical discourse, posing a weapon for secular policies to misuse the ideological and symbolic roles of the Church in reproducing the Pole-Catholic pattern in history textbooks.KEYWORDS: Textbookshistory educationreligionPoland Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsDaria Hejwosz-GromkowskaDaria Hejwosz-Gromkowska is a professor in the Department of Sociology of Education at the Faculty of Educational Studies at Adam Mickiewicz University in Poznan. Her scientific research is located in the sociology of education and comparative education. The main problem areas explored in her research are social changes in higher education and citizenship education. Her current studies revolve around the problems of citizenship and national identity in textbooks.Dobrochna Hildebrandt-WypychDobrochna Hildebrandt-Wypych is an associate professor in the Laboratory of Comparative Education at the Faculty of Educational Studies at Adam Mickiewicz University in Poznan. Her scientific research is located in the sociology of education and comparative education. The main problem areas explored in her research are citizenship education, national identity, and the hidden curriculum in textbooks.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":" 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135286137","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}

{"title":"Rebuilding ministry in UK state schools: investigating how pandemic disruption may effect positive change","authors":"Sarah E Holmes, David Howell","doi":"10.1080/01416200.2023.2273230","DOIUrl":"https://doi.org/10.1080/01416200.2023.2273230","url":null,"abstract":"","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"193 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135217648","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}

{"title":"Experiences of teachers in U.S. Catholic schools during the COVID-19 pandemic era","authors":"Heidi L. Hallman","doi":"10.1080/01416200.2023.2265580","DOIUrl":"https://doi.org/10.1080/01416200.2023.2265580","url":null,"abstract":"ABSTRACTThis article discusses how both Catholic schools and the teachers within them illustrated a commitment to living out tenets of the common good as a result of Catholic schools’ choices during the COVID-19 pandemic era. Teachers in Catholic schools became adaptive leaders as a result of Catholic schools’ choice to provide consistent in-person instruction throughout the COVID-19 pandemic era. Findings underscore the Catholic position that education must not be sold in the marketplace or viewed as a commodity. Exploring the experiences of teachers in Catholic schools illustrates how Catholic schools’ success during the COVID-19 pandemic era was supported by both faith and action. Catholic schools must learn from this era of unprecedented success, success that has spurred an increase in enrolment throughout Catholic schools in the U.S. This success can propel a future for Catholic schools, one in which highlights their commitment to community and to the holistic development of students.KEYWORDS: Catholic schoolsteachers in catholic schoolsteaching during the COVID-19 pandemicadaptive leaders AcknowledgmentsThe author expresses gratitude to all the teachers and administrators in U.S. Catholic schools who participated in interviews as part of this study.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. A Catholic ethos espouses the values of the Gospel and the example of Christ. This must be a daily experience that is lived within the school environment.2. All names of people and places are pseudonyms.3. Christians believe that the kingdom of God is built every time people live out their love for God in the way they treat others. Building the kingdom of God places Jesus at the centre of what one thinks, says, or does.4. Mass is the central act of worship in the Roman Catholic church. It culminates in the celebration of the sacrament of the Eucharist.5. The Cristo Rey network of Catholic schools has existed in the United States for over 25 years. The schools’ mission is to provide a career focused, college preparatory education in the Catholic tradition for students with limited economic resources.Additional informationNotes on contributorsHeidi L. HallmanHeidi L. Hallman is Professor and Chairperson in the Department of Curriculum and Teaching at the University of Kansas. Her research interests center on studying how prospective teachers are prepared to teach in diverse school contexts. Dr. Hallman is author of the books Secondary English Teacher Education in the United States (Bloomsbury, 2018), Millennial Teachers: Learning to Teach in Uncertain Times (Routledge, 2017), and Community Fieldwork in Teacher Education: Theory and Practice (Routledge, 2015), along with several other edited collections. Her work has been published in English Education, Teacher Education Quarterly, Equity & Excellence in Education, Journal of Adolescent & Adult Literacy, English Journal, and Teaching Education, among others.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"441 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135481173","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}

{"title":"The Christian concept of forgiveness and religious education facing the problem of individualism","authors":"Jarosław Horowski","doi":"10.1080/01416200.2023.2262773","DOIUrl":"https://doi.org/10.1080/01416200.2023.2262773","url":null,"abstract":"ABSTRACTThe analysis undertaken in this article pertain to the challenge faced by education, which consists of overcoming the negative aspects of contemporary individualism, such as the building of instrumental relationships by people maturing in a culture permeated with it. Consequently, there is limited responsibility taken for the other people co-creating these relationships. The author puts forward the thesis that the Christian concept of forgiveness is an appropriate point of reference for reflection on the nature of interpersonal relationships and the issue of responsibility for other people, even when they are weak and their behaviour is the cause of disappointment and regret. The main part of the analysis was devoted to understanding forgiveness, which is the essence of the Christian attitude and, at the same time, the subject of many controversies. However, from the analysis of excerpts from the Bible, it was concluded that the often-raised doubts about the moral value of forgiveness are a consequence of identifying God’s forgiveness with decisions made by people and an erroneous understanding of the relationship between forgiveness and repentance. The dispelling of these doubts was a premise for the statement that it can become the basis of contemporary social and moral education.KEYWORDS: Christianityindividualismresponsibilityforgiveness Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. The heroes of the Greek novels are not perceived as offending the gods, so they don’t need to show repentance, conversion and beseech forgiveness (Konstan Citation2010).2. In Christianity, the incarnation, passion and death of Christ on the cross are understood as the greatest expressions of God’s love for people (Martini Citation2019), but this topic is deliberately omitted because it would require a broader theological interpretation.Additional informationNotes on contributorsJarosław HorowskiDr. hab. Jarosław Horowski is an associate professor in Faculty of Philosophy and Social Sciences of Nicolaus Copernicus University in Toruń, Institute of Education Sciences, editor-in-chief of the scientific journal Paedagogia Christiana. Author of Moral Education According to neo-Thomistic Pedagogy (in Polish, WN UMK, 2015). Interested in philosophy of education, moral and religious education, neo-Thomistic notion in pedagogy, education for moral virtues, and education for forgiveness.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135858995","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}

{"title":"A case study of primary students’ perspectives of engagement in interreligious learning and teaching: a community of learners","authors":"Toni Foley, Maree DinanThompson, Nerina Caltabiano","doi":"10.1080/01416200.2023.2259112","DOIUrl":"https://doi.org/10.1080/01416200.2023.2259112","url":null,"abstract":"ABSTRACTThis case study explores the perceptions of students regarding their engagement in interreligious learning and teaching in one Australian Catholic Primary School. The study probes the learners’ understandings of what interreligious learning and teaching looks like in their context and how it might relate to their understandings of their evolving religious identity. The students were interviewed in groups and qualitative content analysis was used to uncover themes that emerged from the data. The key themes, Religious Education learning, diversity, voice and agency, and identity were brought to the fore. These themes are discussed in light of the school’s Enhancing Catholic School Identity (ECSI) data and the school’s approach to Religious Education. Utilising the multicultural/multifaith reality in this school context enabled the learners to engage with a plurality of religious and non-religious worldviews. Employing a pedagogical model operationalised in other learning areas, learners in Religion can engage respectfully in dialogue, critique perspectives and come to new or nuanced understandings. The study revealed learners were empowered to bridge the gaps between them through a felt sense of belonging to their school community and the enhancement of their understandings of the Catholic tradition through knowledge of, and dialogue with, other traditions.KEYWORDS: Interreligious learning and teachingreligious educationdiversityreligious identity Disclosure statementNo potential conflict of interest was reported by the author(s).Ethical approvalAll procedures performed in studies involving human participants were in accordance with the ethical standards of James Cook University, Human Research Ethics Committee, ID H8146. Ethics approval also granted from Brisbane Catholic Education Reference No. 450.Informed consentInformed consent was obtained from all individual participants included in the study.Notes1. The name of the school has been used at the written request of the school Principal.Additional informationNotes on contributorsToni FoleyToni Foley is the Assistant Principal Religious Education at Our Lady Help of Christians School, Cairns, Australia and completed her PhD at James Cook University. Her research interests include, religious identity, interreligious teaching and learning, pedagogy and wellbeing. Toni is currently exploring perceptions of interreligious and religious identity: interplay of learning and teaching.Maree DinanThompsonMaree Dinan-Thompson is Professor and Deputy Vice Chancellor Students, Division of Student Life at James Cook University. Her expertise lies mainly in the field of curriculum development and change, and assessment, relative to the discipline of Health and Physical Education. Her primary and secondary school teaching was spent in Catholic Education schools, and she has worked on research projects that been of benefit to Catholic education.Nerina CaltabianoNerina Caltabiano is an Associate Professor ","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"199 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135059286","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}

{"title":"Enhancing learners’ motivation and engagement in religious education classes at elementary levels","authors":"Ahmad Aseery","doi":"10.1080/01416200.2023.2256487","DOIUrl":"https://doi.org/10.1080/01416200.2023.2256487","url":null,"abstract":"Teachers in contemporary elementary classrooms are adopting diverse teaching strategies to encourage learners’ motivation and engagement. This study aimed to identify ways of enhancing students’ motivation and engagement in religious education classes at elementary levels. The study employed a systematic review design, utilising an online search strategy to gather 36 articles from multiple databases such as Google Scholar. PRISMA was used to guide the selection of the most suitable articles. Results indicate that teaching methods for elementary teachers to increase motivation and engagement generally include making learning entertaining, breaking tasks into manageable steps, providing positive feedback, fostering equality, personalising the learning environment, creating a positive attitude, incorporating physical activities, having mastery of facts, and storytelling. In religious education classrooms, elementary teachers can use computer-based iterative teaching, practice and application, digital storytelling with animation, inclusive role-modelling, visual impression preaching, recitation with audio technology, and the movie dialogue method to increase motivation and engagement. Implementing these teaching methods and strategies in elementary classrooms will effectively increase motivation and engagement, ultimately enhancing the educational experience for students in the study of religion.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135435597","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}

{"title":"Pedagogy of tolerance and violence prevention in the Arab world","authors":"A. Alhazmi","doi":"10.1080/01416200.2023.2254511","DOIUrl":"https://doi.org/10.1080/01416200.2023.2254511","url":null,"abstract":"","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47097828","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}