Disruption, Dialogue, and Swerve: Reflective Structured Dialogue in Religious Studies Classrooms

Autor/inn/en	DeTemple, Jill; Sarrouf, John
Titel	Disruption, Dialogue, and Swerve: Reflective Structured Dialogue in Religious Studies Classrooms
Quelle	In: Teaching Theology & Religion, 20 (2017) 3, S.283-292 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-4868
DOI	10.1111/teth.12398
Schlagwörter	Religion Studies; Reflection; Dialogs (Language); Conflict Resolution; Classroom Communication + Suchen Sie Ihr Suchwort? Religionswissenschaft; Dialog; Dialogs; Dialogue; Dialogues; Conflict solving; Konfliktlösung; Konfliktregelung; Klassengespräch
Abstract	This article focuses on Reflective Structured Dialogue as a set of practices developed in the context of conflict resolution that are well suited to handling quotidian uneasiness and extraordinary moments of disruption in religious studies classrooms. After introducing Reflective Structured Dialogue's history, goals, and general practices, the authors consider its uses in classroom settings. They argue that a classroom in which teachers understand themselves as facilitators, and in which students are experienced in structured dialogue practices--including being comfortable in a state of intellectual "wobble"--is one more apt to be able to engage with, and more likely to benefit from, disruptive events. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01