Literaturnachweis - Detailanzeige
| Autor/in | Lucenti, Maria |
|---|---|
| Titel | Teaching religious education in England and Italy. School curricula, textbooks, and teaching practices (1970-2020). |
| Quelle | Aus: Lucenti, Maria (Hrsg.): Teaching religious education. Challenges, developments and current debates in comparative perspective. Leiden: Brill (2025) S. 8-46
PDF als Volltext |
| Reihe | Religion and Education; Brill Research Perspectives in Humanities and Social Sciences; Brill Research Perspectives in Religion and Education; Religious Studies, Theology and Philosophy E-Books Online, Collection 2026 |
| Beigaben | Literaturangaben S. 42-46 |
| Sprache | englisch |
| Dokumenttyp | online; gedruckt; Sammelwerksbeitrag |
| ISBN | 978-90-04-72656-7; 978-90-04-72657-4 |
| DOI | 10.1163/9789004726574_003 |
| Schlagwörter | Bildung; Bildungswesen; Bildungspolitik; Curriculum; Schulbuch; Geschichte (Histor); Religionsunterricht; Religion; England; Italien |
| Abstract | Taking into account national differences, the study of consistencies and contradictions between textbooks, curricula and policies at the international level remains a relatively underexplored field. The aim of this paper is to contextualize the concept of religious literacy in light of multi-religious teaching experiences in England and Italy. Has the introduction of religions other than Christianity and of non-religious worldviews fostered religious literacy? How has this occurred in the two contexts? To answer these questions, we will analyze three aspects-highlighting their mutual relationships and their ties to broader social and political contexts-namely: Religious Education curricula, teaching aids and teaching practices. Regarding the English context, we will focus on curriculum changes and their impact on textbooks from the 1970s to the 2000s, when the multi-religious paradigm became embedded in both curricula and teaching materials. In the case of Italy, the analysis will concentrate on the 1984 Concordat revision and the implications of increased school autonomy in the 2000s for the discipline of Catholic Religious Education (IRC). |
| Erfasst von | Leibniz-Institut für Bildungsmedien | Georg-Eckert-Institut (GEI), Braunschweig |
| Update | 2026/3 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
