'A Touchy Subject': Teaching and Learning about Difference in the Religious Education Classroom

Autor/inn/en	O'Grady, Kevin; Jackson, Robert
Titel	'A Touchy Subject': Teaching and Learning about Difference in the Religious Education Classroom
Quelle	In: Journal of Beliefs & Values, 41 (2020) 1, S.88-101 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (O'Grady, Kevin) ORCID (Jackson, Robert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361 7672
DOI	10.1080/13617672.2019.1614755
Schlagwörter	Religious Education; Cross Cultural Studies; Secondary School Students; Teacher Attitudes; Secondary School Teachers; Cultural Pluralism; Safety; Dialogs (Language); Networks; Foreign Countries; Classroom Research; Publications; Faculty Development; Teaching Methods; International Organizations; Controversial Issues (Course Content); United Kingdom (England); Europe + Suchen Sie Ihr Suchwort? Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Cultural comparison; Kulturvergleich; Sekundarschüler; Lehrerverhalten; Kulturpluralismus; Sicherheit; Dialog; Dialogs; Dialogue; Dialogues; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; International organisation; International organisations; International organization; Internationale Organisation; Controversial issues; Kontroverse; Europa
Abstract	The present article reports research conducted during 2018 in a secondary school in South Yorkshire, England with a class of 11-12-year-old boys and girls and the class teacher of religious education (RE), in consultation with the head and deputy head of the RE faculty. The focus of the project was on the extent to which existing research findings can assist teachers to deal with issues of religious diversity, including how the classroom can be a 'safe space' for dialogue and discussion and how media influences can be managed. It was one of a number of projects conducted by members of the "Signposts" International Research Network, who have undertaken independent studies in the UK, Norway and Sweden, which address issues identified in the Council of Europe publication "Signposts." The findings reported in the present article highlight: the need for teachers to be given support in learning skills for managing classroom dialogue; the interest of young people in exploring difference; and the benefits of participation in classroom-based collaborative research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01