Rethinking Religious Education and Plurality: Issues in Diversity and Pedagogy
Citations
177 citations
Cites background from "Rethinking Religious Education and ..."
...…“multicultural” has been used by some writers – in cultural anthropology, for example – in a very fexible and non-essentialist way (e.g. Goodenough 1976), some early views of multicultural education represented religions and cultures as bounded entities (discussed in Jackson 1997, 2004, 2011a)....
[...]
...They are the interpretive approach (Jackson 1997, 2004: Chapter 6, 2011b) and the dialogical approach (e.g. Ipgrave 2001, 2003, 2013)....
[...]
...Traditional ideas of plurality interact with a wider context of modern or postmodern plurality (Jackson 2004; Skeie 2003)....
[...]
88 citations
Cites background from "Rethinking Religious Education and ..."
...We know from specific research on this topic (Jackson, 2004) that religious education needs special care in order to be appropriately handled....
[...]
...research on this topic (Jackson, 2004) that religious education needs...
[...]
64 citations
Cites background or methods from "Rethinking Religious Education and ..."
...The interpretive approach to religious education (Jackson 1997, 2004, 2006, 2008a, 2008c) was developed originally for use in publicly funded community schools in England and Wales, where the subject is concerned with helping students to gain a critical and reflective understanding of religions....
[...]
...…the Council of Europe (Jackson 2007, 2008e, 2010). von der Lippe’s case study research with young people from Christian, Muslim and non-religious backgrounds showed the contextual nature of their views of the importance of religion in dealing with questions of personal identity (see Jackson 2004)....
[...]
...Such individuals might have a tenuous, or no formal, connection with religious groups (Jackson 2004)....
[...]
...…tool and a contribution to various debates and has never been intended to be seen as the pedagogical approach to the subject (Jackson 1997, 6); it is complementary to various other approaches and lends itself particularly to the study of contemporary religious practice (Jackson 2004, 2006)....
[...]
61 citations