Safe Spaces or Brave Spaces? Re-Envisioning Practical Theology and Transformative Learning Theory

Autor/in	Lamont, Tracey
Titel	Safe Spaces or Brave Spaces? Re-Envisioning Practical Theology and Transformative Learning Theory
Quelle	In: Religious Education, 115 (2020) 2, S.171-183 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lamont, Tracey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-4087
DOI	10.1080/00344087.2019.1682452
Schlagwörter	Transformative Learning; Theological Education; Self Actualization; Religious Education; Safety; Whites; Racial Bias; Graduate Students; Clergy; Teaching Methods; Dialogs (Language); Critical Theory; Educational Change; Curriculum Development; Postmodernism; Racial Attitudes; Program Descriptions; Louisiana (New Orleans) + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Self actualisation; Selbstverwirklichung; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Sicherheit; White; Weißer; Racial discrimination; Rassismus; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Klerus; Teaching method; Lehrmethode; Unterrichtsmethode; Dialog; Dialogs; Dialogue; Dialogues; Kritische Theorie; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Postmoderne; Rassenfrage
Abstract	The Loyola Institute for Ministry (LIM) developed a method of practical theology for ministry professionals and religious educators rooted in transformative learning theory to enable students to reflect more intentionally and theologically on their experiences in ministry. This study asks, by teaching students to engage in dialogue through transformative learning practices in safe spaces, are religious educators inhibiting the self-actualization needed to confront white normativity and expose white fragility, thus, advancing rather than dismantling racism with our students in graduate programs in ministry and religious education? (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01