Dealing with Illiberal and Discriminatory Aspects of Faith in Religious Education: A Case Study of Quebec's Ethics and Religious Culture Curriculum

Autor/inn/en	Maxwell, Bruce; Hirsch, Sivane
Titel	Dealing with Illiberal and Discriminatory Aspects of Faith in Religious Education: A Case Study of Quebec's Ethics and Religious Culture Curriculum
Quelle	In: Journal of Beliefs & Values, 41 (2020) 2, S.162-178 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hirsch, Sivane)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361 7672
DOI	10.1080/13617672.2020.1718911
Schlagwörter	Case Studies; Religious Education; Ethics; Foreign Countries; Curriculum Development; Racial Discrimination; Social Bias; Teaching Methods; Religious Factors; Cultural Awareness; Learning Activities; Social Values; Literacy; Guidelines; Critical Thinking; Legal Problems; Canada + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Ethik; Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Racial bias; Rassismus; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural identity; Kulturelle Identität; Lernaktivität; Sozialer Wert; Alphabetisierung; Schreib- und Lesefähigkeit; Richtlinien; Kritisches Denken; Kanada
Abstract	Taking Quebec's mandatory religious education curriculum, Ethics and Religious Culture (ERC), as a case study, this paper examines the question of whether it is legitimate to teach about the illiberal and discriminatory aspects of religious belief and practice--misogyny, homophobia, racial discrimination and the like--in a religious education class. This paper seeks an answer the question by considering the pedagogical choice to raise a critical lens to the religions studied in class in relation to the cultural approach to religious education that ERC teachers are required to adopt, the critical, democratic and intercultural aims of ERC, and the legal constraints imposed on ERC by the Canadian and Quebecois constitutional framework. The conclusion of our analysis is that while the cultural approach to RE clearly rules out the use of learning activities specifically designed to reveal illiberal and discriminatory aspects of religions. However, perceived points of conflict with prevailing social values constitute a legitimate opportunity for religious education teachers to invest their specialised knowledge of religious traditions in the service of increasing pupils' religious literacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01