Topic
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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TL;DR: This paper explored the experiences of secondary school students from religious backgrounds in religious education (RE) and found that religious intolerance and prejudice were common among students in secondary education, which led to some students being reluctant to reveal or discuss their religious identity in lessons, and that at times they were expected to be or felt the need to be spokespeople or representatives of their religion.
Abstract: This paper explores the experiences of secondary school students from religious backgrounds in Religious Education (RE). A total of 16 loosely structured, group, pair and individual interviews were conducted with a purposive sample of 34 school-age members of four religious communities: one Jewish and three Christian. The findings make a useful contribution to ongoing debates concerning pedagogy and practice in secondary RE. Members of the religious communities consulted often found their tradition stereotyped and simplified in RE lessons. Respondents also found that at times they were expected to be, or felt the need to be, spokespeople or representatives of their religion. However, experiences of religious intolerance and prejudice, or the fear of it, were common. This led to some students being reluctant to reveal or discuss their religious identity in lessons.
53 citations
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TL;DR: This paper argued that Muslim mobilisations for the institutional and financial incorporation of more Muslim schools into the national framework are best understood as an addition to or continuation of a historical settlement between earlier religious minorities, the established church, and the state.
Abstract: There are currently over 100 independent and seven state-funded Muslim schools in Britain yet their place within the British education system remains a hotly debated issue. This article argues that Muslim mobilisations for the institutional and financial incorporation of more Muslim schools into the national framework are best understood as an addition to—or continuation of—a historical settlement between earlier religious minorities, the established church, and the state. To this end the article begins by assessing the relationship between governmental policy and the nature of Muslim identities that are presently informing Muslim mobilisations. It then addresses the arguments against Muslim schooling found in some of the broader philosophical, political, and sociological literature. Particular attention is afforded to the issue of autonomy, the role of civic assimilation in the remaking of British-Muslim constituencies as well as Muslim curriculum objectives and their implications for social cohesion. The article concludes that Muslim schools can herald a constructive addition to the educational landscape and serve as an effective method of integrating religious minorities into a matrix of British citizenship.
53 citations
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TL;DR: In this paper, the authors draw on experience of teaching, teacher education and qualitative research related to an impartial approach to inclusive religious education (including pupils from families who identify with or do not identify with religion or belief groups), in publicly funded schools in England.
Abstract: The article draws on experience of teaching, teacher education and qualitative research related to an impartial approach to inclusive religious education (including pupils from families who identify with or do not identify with religion or belief groups), in publicly funded schools in England. Such religious education is considered to be intrinsically worthwhile and instrumentally important in contributing to pupils’ personal and social development. The approach considered is hermeneutical, bringing reliable information into relationship with knowledge and experience of pupils and teacher through active learning, including dialogue. Qualitative research on student and early career teachers suggests that appropriate skills and attitudes supporting an impartial approach can be developed, facilitating a relationship of trust between teacher and students. A condition is the development of teachers’ knowledge and understanding of the stances of pupils in their classes. However, some student teachers or teacher...
52 citations
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01 Jan 2007
TL;DR: Teaching Islam as discussed by the authors explores the political and social priorities behind religious education in nine Middle Eastern countries, revealing dramatic differences in the way that Islam is presented in textbooks across the range of countries, reflecting local histories and the policy interests of the state.
Abstract: Much has been made of the role that Saudi Arabia's education system played in fostering the hatred that fueled the September 11 terror attacks. But do Saudi textbooks deserve to be faulted for fostering violence? And have Wahhabi ideas infiltrated the Islamic textbooks used in public schools throughout the Middle East? Confronting these questions, "Teaching Islam" explores the political and social priorities behind religious education in nine Middle Eastern countries. The authors reveal dramatic differences in the way that Islam is presented in textbooks across the range of countries, reflecting local histories and the policy interests of the state. They also illustrate the perhaps surprising adaptability of Islam as leaders strive to reconcile Muslim identity with both state citizenship and the modern reality of an interdependent, globalized world.
52 citations
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TL;DR: It is found that Catholic schoolers attend religious services more frequently and value their faith more highly than public schoolers, but attend religious education classes and youth group less often, and Protestant schoolers' involvement in their local congregation is similar to public schooling, but their faith plays a more salient role in their life and they are more active in private religious activities.
Abstract: I analyze the effects of Catholic schooling, Protestant schooling, and homeschooling on adolescents' religious lives and test three mechanisms through which these schooling strategies might influence religiosity: friendship networks, network closure, and adult mentors. Data from Wave 1 of the National Survey of Youth and Religion suggest that Catholic schoolers attend religious services more frequently and value their faith more highly than public schoolers, but attend religious education classes and youth group less often. Protestant schoolers' involvement in their local congregation is similar to public schoolers', but their faith plays a more salient role in their life and they are more active in private religious activities. Homeschoolers do not differ significantly from public schoolers on any outcome considered. Moreover, friendship networks, network closure, and adult mentors play a very limited role in mediating the relationships between schooling strategies and adolescent religiosity. Interpretations of these findings are presented and discussed.
52 citations