丰富还是富有挑战性?维也纳教师对城市学校宗教多样性的态度

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Seyda Subasi Singh
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引用次数: 1

摘要

摘要本研究探讨了维也纳教师对学校宗教多样性的看法。来自三个不同学区的学校教师接受了采访,了解他们对课堂上宗教多样性的态度以及他们的经历。目的是探讨对奥地利学校最近关于宗教多样性讨论的反思。研究表明,教师在课堂上减少了穆斯林学生的宗教多样性。此外,宗教多样性被视为紧张、挑战和不安的根源。他们进一步将基督教与世俗规范联系起来。对许多人来说,在学校里拥有各种宗教并不是一种丰富,而是阻碍学校和社会团结的因素。伊斯兰教也被视为对学校-家长合作、融合和德语学习的威慑,而基于宗教的穆斯林同龄人被视为不受欢迎的社会群体。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Enriching or challenging? The attitudes of Viennese teachers towards religious diversity in urban schools
ABSTRACT This study explored Viennese teachers’ ideas about religious diversity in schools. School teachers from three different school districts were interviewed about their attitudes towards having religious diversity in their classrooms and about their experiences with it. The aim was to explore reflections on the recent discussion about religious diversity in Austrian schools. The study showed that teachers reduce religious diversity to the presence of Muslim pupils in their classrooms. In addition, religious diversity is regarded as a source of tension, challenge, and restlessness. They further relate Christianity to secular norms. For many, having various religions in schools is not seen as an enrichment, but a hindrance to creating unity in schools and society. Islam is perceived also as a deterrent for school-parent cooperation, integration, and German learning, while religion-based Muslim peer groups are seen as undesired social groups.
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来源期刊
Intercultural Education
Intercultural Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.30
自引率
8.30%
发文量
36
期刊介绍: Intercultural Education is a global forum for the analysis of issues dealing with education in plural societies. It provides educational professionals with the knowledge and information that can assist them in contributing to the critical analysis and the implementation of intercultural education. Topics covered include: terminological issues, education and multicultural society today, intercultural communication, human rights and anti-racist education, pluralism and diversity in a democratic frame work, pluralism in post-communist and in post-colonial countries, migration and indigenous minority issues, refugee issues, language policy issues, curriculum and classroom organisation, and school development.
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