Developments in Religious Studies: Towards a Dialogue with Religious Education

Autor/inn/en	Cush, Denise; Robinson, Catherine
Titel	Developments in Religious Studies: Towards a Dialogue with Religious Education
Quelle	In: British Journal of Religious Education, 36 (2014) 1, S.4-17 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-6200
DOI	10.1080/01416200.2013.830960
Schlagwörter	Foreign Countries; Religious Education; Teacher Educators; College Faculty; Cooperating Teachers; Phenomenology; Epistemology; Feminism; Cultural Pluralism; Homosexuality; Social Change; Teaching Methods; Criticism; Local Issues; Global Approach; Religious Cultural Groups; Beliefs; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Fakultät; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Phenomenological psychology; Phänomenologie; Psychologie; Erkenntnistheorie; Feminismus; Kulturpluralismus; Homosexualität; Sozialer Wandel; Teaching method; Lehrmethode; Unterrichtsmethode; Kritik; Globales Denken; Kirchliche Gruppe; Religionszugehörigkeit; Belief; Glaube; Großbritannien
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 dominant discourses, whether as patriarchal, heteronormative or colonialist. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10