The Contested Place of Religion in the Australian Civics and Citizenship Curriculum: Exploring the Secular in a Multi-Faith Society

Autor/in	Peterson, Andrew
Titel	The Contested Place of Religion in the Australian Civics and Citizenship Curriculum: Exploring the Secular in a Multi-Faith Society
Quelle	In: British Journal of Religious Education, 39 (2017) 2, S.207-222 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-6200
DOI	10.1080/01416200.2015.1113931
Schlagwörter	Religion; Citizenship Education; Foreign Countries; Cultural Pluralism; Religious Cultural Groups; Civics; Religious Education; National Curriculum; Public Schools; Teaching Methods; Democratic Values; Role; Elementary Secondary Education; Australia + Suchen Sie Ihr Suchwort? Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Ausland; Kulturpluralismus; Kirchliche Gruppe; Religionszugehörigkeit; Staatsbürgerkunde; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Public school; Öffentliche Schule; Teaching method; Lehrmethode; Unterrichtsmethode; Rollen; Australien
Abstract	In the absence of a dedicated subject for teaching general religious education, the inclusion of Civics and Citizenship education as a new subject within the first Federal Australian Curriculum provides an important opportunity for teaching the religious within Australian schools. The curriculum for Civics and Citizenship requires students to learn that Australia is both a secular nation and a multi-faith society, and to understand religions practised in contemporary Australia. The term "secular" and the need for students to learn about Australia's contemporary multi-faith society raise some significant issues for schools and teachers looking to implement Civics and Citizenship. Focusing on public (state-controlled) schools, the argument here draws on recent analysis within the Australian context to suggest that religion remains an important factor in understanding and shaping democratic citizenship in Australia, that this should be acknowledged within public schools, and that a constructivist, dialogical-based pedagogy provides possibilities for recognising the religious within Civics and Citizenship education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01