Empathetic-Reflective-Dialogical Restorying for Decolonisation: An Emancipatory Teaching-Learning Strategy for Religion Education

Autor/in	Jarvis, Janet
Titel	Empathetic-Reflective-Dialogical Restorying for Decolonisation: An Emancipatory Teaching-Learning Strategy for Religion Education
Quelle	In: British Journal of Religious Education, 43 (2021) 1, S.68-79 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-6200
DOI	10.1080/01416200.2020.1831439
Schlagwörter	Empathy; Religious Education; Learning Strategies; Higher Education; Teaching Methods; Interdisciplinary Approach; Student Empowerment; Communities of Practice; College Students; Misconceptions; Story Telling; Personal Narratives; Dialogs (Language); Student Attitudes; World Views; Gender Differences; Safety; Social Change; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Empathie; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Studienberechtigung; Community; Collegestudent; Missverständnis; Erlebniserzählung; Dialog; Dialogs; Dialogue; Dialogues; Schülerverhalten; World view; Weltanschauung; Geschlechterkonflikt; Sicherheit; Sozialer Wandel; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article argues for the inclusion of Empathetic-Reflective-Dialogical Restorying as a teaching-learning strategy for Religion Education. This strategy, employed in three small-scale research projects in a South African Higher Education Institution, addresses decolonisation of the Religion Education curriculum in the following ways: changing how teaching-learning takes place; transdisciplinary engagement; empowering students as agents of their own learning; depatriarchisation; and dispelling the myth of African inferiority. Both self-dialogue and self-narrative were used to create open space stories when approaching content that is relevant to the lived experience of gender (in)equality and patriarchy. Engaging in a safe space in Communities in Conversation, Communities in Dialogue, and Communities for Transformation, students troubled entrenched beliefs and worldviews and co-constructed (restoried) understandings. They expressed the view that this emancipatory teaching-learning strategy has the potential to facilitate classroom praxis that is both reflective and reflexive. This can be transformative for the greater society. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01