Literaturnachweis - Detailanzeige
Autor/inn/en | O'Grady, Kevin; Jackson, Robert |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |