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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: The early days of non-confessional, multi-faith religious education in Britain benefitted from close collaboration between academics in universities, teacher educators and teachers as discussed by the authors, by summarizing some developments in religious studies at university level.
Abstract: The early days of non-confessional, multi-faith religious education in Britain benefitted from close collaboration between academics in universities, teacher educators and teachers. This article attempts to initiate a revival of such a dialogue, by summarizing some developments in religious studies at university level and suggesting possible implications for religious education in schools. After a brief retrospective of phenomenological and ethnographic approaches in religious studies and religious education, it examines feminist, queer and postcolonial theory as well as the changing religious landscape in contemporary Britain and the wider world. Themes emerging from this analysis prompt the following proposals: to take an anti-essentialist approach to ‘religion’ and ‘religions’; to stress diversity within and between traditions; to recognise complexity and change in religion and society; to acknowledge both local and global contexts; to focus on real people and seldom-heard voices; and to criticize domi...

35 citations

Journal ArticleDOI
Rob Freathy1, Jonathan Doney1, Giles Freathy, Karen Walshe1, Geoff Teece1 
TL;DR: The authors reconceptualises school teachers and pupils respectively as pedagogical bricoleurs and bricolage researchers who utilise a multiplicity of theories, concepts, methodologies and pedagogies in teaching and/or researching.
Abstract: This article reconceptualises school teachers and pupils respectively as ‘pedagogical bricoleurs’ and ‘bricolage researchers’ who utilise a multiplicity of theories, concepts, methodologies and pedagogies in teaching and/or researching. This reconceptualisation is based on a coalescence of generic curricular and pedagogical principles promoting dialogic, critical and enquiry-based learning. Innovative proposals for reconceptualising the aims, contents and methods of multi-faith Religious Education in English state-maintained schools without a religious affiliation are described, so as to provide an instance of and occasion for the implications of these theories and concepts of learning. With the aim of initiating pupils into the communities of academic enquiry concerned with theology and religious studies, the ‘RE-searchers approach’ to multi-faith Religious Education in primary schools (5–11 year olds) is cited as a highly innovative means of converting these curricular and pedagogical principles...

35 citations

Journal ArticleDOI
Liam Gearon1
TL;DR: The authors argue that rather than representing countersecularisation, such developments represent an emergent and secularising European civil religion facilitated through European religious education, and that increased interest in religion in public and political life as manifested particularly in education is evidence of counter-secularization.
Abstract: This paper challenges a foundational conjecture of the Religion in Education Dialogue or Conflict (REDCo) project, that increased interest in religion in public and political life as manifested particularly in education is evidence of counter-secularisation. The paper argues that rather than representing counter-secularisation, such developments represent an emergent and secularising European civil religion facilitated through European religious education.

35 citations

Book
12 Jun 2012
TL;DR: In this article, Levinas's teaching, subjectivity and language in Totality and infinity are discussed, as well as the infinite responsibility of the ethical subject in Otherwise than Being.
Abstract: Preface vi Acknowledgements viii List of Abbreviations x Introduction 1 PART I Levinas's Teaching 17 1 Teaching, Subjectivity and Language in Totality and Infinity 19 2 The Infinite Responsibility of the Ethical Subject in Otherwise than Being 44 PART II Towards an Education Otherwise 71 3 Heteronomy, Autonomy and the Aims of Education 73 4 Grace, Truth and Economies of Education 95 PART III 'Concrete Problems with Spiritual Repercussions' 119 5 Towards a Religious Education Otherwise 121 6 Dialogue, Proximity and the Possibility of Community 141 7 Political Disappointment, Hope and the Anarchic Ethical Subject 175 Coda 199 Bibliography 204 Index 212

35 citations

Journal ArticleDOI
TL;DR: In this paper, the authors explored the understanding and implementation of inclusive education in an independent Jewish community school; a school with a community ethos of care and belonging, whose context is, by definition, exclusionary on the grounds of a particular social category.
Abstract: The study explored the understanding and implementation of inclusive education in an independent Jewish community school; a school with a community ethos of care and belonging, whose context is, by definition, exclusionary on the grounds of a particular social category – religion. However, this exclusionary agenda positioned the school as inclusive on the grounds of strong communal values. Nevertheless, the school struggled with difference and diversity despite its purportedly strong communal spirit and religious culture. Further, it is arguable that the challenges encountered by the school may be indicative of the emergent economic context of South Africa where aspiration is often thwarted by economic realities. This study relied on qualitative methods of data generation such as insider interviews, personal accounts and document analysis. The participants were drawn from four stakeholder groups, namely, teachers, parents, middle managers and top managers. Guided by Lewin’s theory of planned change, the study identified four belief systems which influenced the way inclusive education was both understood and practised in this school. The study argued for the recognition of the importance of different belief systems in the implementation of inclusion in South Africa. Keywords : conditional inclusion, emergent economic contexts, inclusive education, Jewish community school, Kurt Lewin’s theory of planned change

35 citations


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