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.

The Religious Dimensions of the Grandparent Role in Three-Generation African American Households

Abstract: Although the importance of religion in family relations is well documented, the role of grandparents in family religious life has received less attention (Ellison & Moulton, 2003). Among African American families, many studies articulate the importance of family elders in the transmission of religious values (Rosenthal, 1985; Taylor, Jackson, & Chatters, 1997; Weddle-West, 2000). However, few studies delineate the ways African American grandparents transmit their religious values to younger family members. A description of the religious role of grandparents in African American households can inform our understanding of the religious values transmission process among ethnic families. This qualitative study describes the religious dimensions of the grandparent role in a sample of 17 co-resident intergenerational African American families. Findings show that African American grandparents provide religious instruction and guidance, model religious behavior, engage in intercessory prayer, and promote ...

Queering Religion, Religious Queers

Abstract: This collection considers how religious identity interplays with other forms and contexts of identity, specifically those related to sexual identity. It asks how these intersections are formed, negotiated and resisted across time and places, including the UK, Europe, North America, Australia, and the Global South. Questions around ‘queer’ engagements in same-sex marriages, civil partnerships and other practices (e.g. adoption) have created a number of provoking stances and policy provisions - but what remains unanswered is how people experience and situate themselves within sometimes competing, or ‘contradictory’, moments as ‘religious queers’ who may be tasked with ‘queering religion’. Additionally, the presumed paradoxes of ‘marriage’, queer sexuality, religion and youth combine to generate a noteworthy generational absence. This leads to questions about where ‘religious queers’ reside, resist and relate experiences of intersecting religious and sexual lives. In looking at interconnectedness, this collection offers international contributions which bridge the ‘contradictions’ in queering religion and in making visible ‘religious queers.’ It provides insight into older and younger people’s understandings of religiosity, queer cultures, and religious groups. A small but active religious minority in the US has received much attention for its anti-gay political activity; much less attention has been paid to the more positive, supportive role that religious-based groups play in e.g. providing housing, education and political advocacy for queer youth. Queer methodologies and intersectional approaches offer a lens both theoretically and methodologically to uncover the salience of related social divisions and identities. This collection is both innovative and sensitive to ‘blended’ identities and their various enactments. © 2014 Taylor & Francis. All rights reserved.

Self-Religiosity, Father’s Attitude and Religious Education in the Moral Behaviour of Adolescents:

Abstract: The study examines the role of self-religiosity, father’s religious attitude in the moral behaviour of youth from religious and nonreligious schools. Indigenous measures of self-religiosity, father...

Reflective Teaching as a Path to Religious Meaning-Making and Growth 1

Abstract: This qualitative study examines how respondents evaluate the influence of their teachers upon the formation of their religious discourse in terms of content, process, and structure. This study addresses the educational-value aspect of religious schooling, as distinct from the instructional aspect, as an integral part of the school curriculum. The findings show that the role of teachers in the construction of their students’ religious world is limited. The style of most of the teachers in Religious Education is instrumental; only a small minority utilizes reflective strategies. However, these teachers had a meaningful impact on their students’ religious socialization processes.