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Religious education

About: Religious education is a research topic. Over the lifetime, 9554 publications have been published within this topic receiving 65331 citations. The topic is also known as: faith-based education & RE.


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Journal ArticleDOI
TL;DR: This paper argued that teaching more effectively for diversity requires a radical re-envisioning of pedagogical practice and explored how faculty can re-imagine their teaching by engaging students where they are, acknowledging the reality of oppression, and dealing with resistance.
Abstract: This article contends that teaching more effectively for diversity requires a radical re-envisioning of pedagogical practice. Drawing on qualitative interviews with religion and theology professors of color throughout the United States, it explores how faculty can re-imagine their teaching by engaging students where they are, acknowledging the reality of oppression, and dealing with resistance. Stressing mindfulness of social location, it provides examples of liberating teaching activities and competences and shows how literary and visual “texts” from the margins and personal metaphors of embodiment can challenge captivities to hegemonic paradigms in the classroom. The article concludes with responses from colleagues who have worked closely with the author. Ethicist Melanie Harris brings Hill's method into dialogue with Womanist pedagogy, and historian of religion Hjamil Martinez-Vazquez reflects on the role of suffering in building a revolutionary/critical pedagogy.

24 citations

Book Chapter
01 Jan 2008
TL;DR: The relationship between religion and education in publicly funded schools in England is discussed in this article, where the authors report the thoughts and reflections of the students reported in this chapter cannot be fully understood without some background knowledge.
Abstract: The thoughts and reflections of the students reported in this chapter cannot be fully understood without some background knowledge of the relationship between religion and education in publicly funded schools in England. Religion has always been a significant component in English schools, churches and religious foundations having in past centuries been the prime movers and providers of education. With the introduction of universal primary education in 1870 and in subsequent education acts, the government adopted a partnership approach with state and church working together to ensure educational provision for all the nation’s children. The new state schools were designed as an expansion of the work of the church schools rather than as a secular counter-balance to it and so the incorporation of elements of religion was not seen as contrary to the aims of schools outside the church sector. Religious education has always been part of the state school curriculum and the statutory right of all school pupils to religious education was reconfirmed in the 1944 and 1988 Education Acts. In addition to religious education lessons, schools are required to offer daily acts of collective worship (school assemblies) for their pupils. Traditionally these took the form of Christian hymns, prayers and Bible stories but today they often use material from a variety of religious and cultural traditions, deliver moral messages of general application, or become occasions for the celebration and reinforcement of the school’s communal identity. In addition some schools without religious foundation see building links with local churches and faith communities as an important part of their involvement with the neighbourhood they serve.

24 citations

Journal ArticleDOI
TL;DR: In this article, the authors explored the relationship between religious identity, acculturation strategies and perceptions of orientation in the school context amongst young people from minority belief backgrounds in Northern Ireland and found that integrationist attitudes generally prevailed amongst minority belief young people.
Abstract: This paper aims to explore the relationship between religious identity, acculturation strategies and perceptions of acculturation orientation in the school context amongst young people from minority belief backgrounds. Based on a qualitative study including interviews with 26 young people from religious minority belief backgrounds in Northern Ireland, it is argued that acculturation theory provides a useful lens for understanding how young people from religious minority belief backgrounds navigate majority religious school contexts. Using a qualitative approach to explore acculturation theory enables an in-depth understanding of the inter-relationship between minority belief youth's acculturation strategies and their respective school contexts. Similar to previous research, integrationist attitudes generally prevailed amongst minority belief young people in this study. The findings highlight how young people negotiate their religious identities in a complex web of inter-relationships between their minority religious belief community and the mainstream school culture as represented through peer and staff attitudes, school ethos and practices and religious education. Young people demonstrated differentiated understandings of acculturation orientations within the school context, which they evaluated on the basis of complex perceptions of educational policy, interpersonal relationships and individuals' motivations. Findings are discussed in view of acculturation tensions, which arose particularly in relation to the religious education curriculum and their implications for opt-out provision as stipulated by human rights law.

24 citations

Journal ArticleDOI
TL;DR: In this paper, the authors argue that the agency theories of Anthony Giddens and Pierre Bourdieu can provide a theoretical basis and method for public religious education, which can facilitate a dialogue between theology and the social sciences.
Abstract: In the postmodern world young people no longer accept the values advocated by the institutionalised church as unquestionably relevant to their lives, one of the reasons for this being that the supremacy of the Christian faith has given way to a secularised society. Public practical theology includes the public as one of its audiences. In this paper the point of departure is a reflection-theory and not the praxis as such. This theory focuses on everyday concerns and issues in order to facilitate a dialogue between theology and the social sciences. The article aims to reflect on the enhancement of the experience of transcendence in the everydayness of the present-day youth. It argues that the agency theories of Anthony Giddens and Pierre Bourdieu can provide a theoretical basis and method for public religious education.

24 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
2023206
2022447
2021407
2020591
2019550
2018512