Mismatches between Legislative Policy and School Practice in Religious Education: The Scottish Case

Autor/in	Matemba, Yonah H.
Titel	Mismatches between Legislative Policy and School Practice in Religious Education: The Scottish Case
Quelle	In: Religious Education, 110 (2015) 1, S.70-94 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-4087
DOI	10.1080/00344087.2015.989097
Schlagwörter	Foreign Countries; Religious Education; Educational Legislation; Educational Policy; Alignment (Education); Curriculum Development; Curriculum Implementation; Context Effect; Qualitative Research; Phenomenology; Interviews; Content Analysis; Christianity; Philosophy; Stakeholders; State Church Separation; Secondary Schools; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Bildungsrecht; Schulgesetz; Politics of education; Bildungspolitik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Interviewing; Interviewtechnik; Inhaltsanalyse; Christentum; Philosophie; Kirche-Staat-Beziehung; Sekundarschule
Abstract	Religious education (RE) is arguably one of the most legislated curriculum areas anywhere in the world, and yet in countries where legislation and educational policy exist to support its provision, how schools implement the subject in practice has not received much attention in the discourse. This article attempts to address this lacuna by analyzing the disjuncture between legislative policy and school practice in RE as it exists in Scottish non-denominational schools. The discussion offers possible explanations suggesting that this has to do more with the flexibility of the Scottish curriculum through the use of "open" national guidelines, and the relative autonomy schools have within the educational system. What is problematized in this article is that mismatches between policy and practice in Scottish RE are symptomatic of the complexity of interpreting and applying legislative policy in a contested school subject. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01