British Journal of Religious Education最新文献

{"title":"Religious education and worldview theory","authors":"Andrew Wright, Elina Wright","doi":"10.1080/01416200.2023.2252190","DOIUrl":"https://doi.org/10.1080/01416200.2023.2252190","url":null,"abstract":"","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44238599","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 teachers’ discourse on religion and morality","authors":"Vishakha Kumar","doi":"10.1080/01416200.2023.2252193","DOIUrl":"https://doi.org/10.1080/01416200.2023.2252193","url":null,"abstract":"","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49611706","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":"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}

{"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}

{"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}

{"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}

{"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}

{"title":"Design of Islamic Religious Education: Purposes, alignment of curriculum components and contexts","authors":"M. F. Ansyari, Sultan Syarif, Kasim Riau","doi":"10.1080/01416200.2023.2220940","DOIUrl":"https://doi.org/10.1080/01416200.2023.2220940","url":null,"abstract":"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.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"45 1","pages":"382 - 393"},"PeriodicalIF":0.8,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44412810","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 reconstruction of the international standards of religious education of juveniles in correctional institutions","authors":"O. Sitarz, Anna Jaworska-Wieloch, J. Hanc","doi":"10.1080/01416200.2023.2213406","DOIUrl":"https://doi.org/10.1080/01416200.2023.2213406","url":null,"abstract":"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.","PeriodicalId":46368,"journal":{"name":"British Journal of Religious Education","volume":"45 1","pages":"370 - 381"},"PeriodicalIF":0.8,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45416382","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":"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}