Enacting Critical Hermeneutics in Religious Education: Epistemological Tensions, Contextual Realities, and Teachers' Challenges

Autor/inn/en	Zembylas, Michalinos; Loukaidis, Loizos; Antoniou, Marios
Titel	Enacting Critical Hermeneutics in Religious Education: Epistemological Tensions, Contextual Realities, and Teachers' Challenges
Quelle	In: Journal of Beliefs & Values, 39 (2018) 4, S.399-415 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zembylas, Michalinos) ORCID (Loukaidis, Loizos) ORCID (Antoniou, Marios)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361 7672
DOI	10.1080/13617672.2018.1468701
Schlagwörter	Hermeneutics; Elementary School Teachers; Religious Education; Ethics; Action Research; Teacher Attitudes; Faculty Development; Foreign Countries; Teaching Methods; Educational Change; Cultural Context; Christianity; Religious Factors; Self Concept; Cultural Pluralism; Curriculum Development; Barriers; Transformative Learning; Case Studies; Cyprus + Suchen Sie Ihr Suchwort? Hermeneutik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Ethik; Projektforschung; Lehrerverhalten; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Christentum; Selbstkonzept; Kulturpluralismus; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Pädagogische Transformation; Case study; Fallstudie; Case Study; Zypern
Abstract	This article investigates Greek-Cypriot primary school teachers' challenges to enact critical hermeneutics in religious education (RE) within a confessional context. Critical hermeneutics combines elements from critical and hermeneutical theories, emphasising the importance of grounding the conceptualisation of religious and secular truth-claims in historical and cultural interpretation. The data comes from a collaborative action research study with six teachers. The findings show how teachers engage with and respond to critical hermeneutics in their teaching practices, particularly their difficulties but also the transformative potential of critical hermeneutics. Finally, the article discusses how this study may inform present knowledge about critical and interpretive approaches of teaching RE at the levels of theory/research, teaching practice, and teacher professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01