The Centre Cannot Hold: Decolonising the RE Curriculum in the Republic of Ireland

Autor/inn/en	Kieran, P.; Mc Donagh, J.
Titel	The Centre Cannot Hold: Decolonising the RE Curriculum in the Republic of Ireland
Quelle	In: British Journal of Religious Education, 43 (2021) 1, S.123-135 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-6200
DOI	10.1080/01416200.2020.1810634
Schlagwörter	Religious Education; Course Descriptions; Postcolonialism; Critical Theory; Curriculum Development; Educational Change; Educational History; Values; Ethics; Civil Rights; Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Irish; Laws; Catholics; Foreign Policy; Self Concept; Power Structure; Educational Policy; Protestants; Catholic Schools; Educational Philosophy; Nationalism; Educational Legislation; Elementary Secondary Education; Ireland + Suchen Sie Ihr Suchwort? Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Kursstrukturplan; Post colonialism; Postkolonialismus; Kritische Theorie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; History of education; Bildungsgeschichte; Wertbegriff; Ethik; Bürgerrechte; Grundrechte; Zivilrecht; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Irisch; Law; Recht; Katholik; Außenpolitik; Selbstkonzept; Politics of education; Bildungspolitik; Protestantism; Protestantismus; Katholische Schule; Bildungsphilosophie; Erziehungsphilosophie; Nationalismus; Bildungsrecht; Schulgesetz; Irland
Abstract	In Ireland primary RE is a fractured, contested, complex and changing territory devoid of a common language and characterised by a proliferation of syllabi and curricula generated for increasingly diverse school types. For centuries the dynamic decolonising process has led to a questioning of former orthodoxies and an attempted de-linking of the place and potency of the RE curriculum as well as a fundamental change in perception of the nature, identity and purpose of RE. Placing particular emphasis on the work of a variety of decolonial and postcolonial critical theorists, the authors engage in a theoretical interpretation of 5 keys waves of curricular decolonisation in Ireland from the 16th to 21st centuries and argue that a historical contextualisation is vital in attempting to understand its nature. Currently RE's perceived hegemonic status is challenged and its very existence within the curriculum is in jeopardy, as it faces a form of 'cultural oblivion'. The repackaging of religion under the more acceptable form of human rights and world religions with a confusion and conflation of values, ethics and RE and a hybridity of curricular styles and content is symptomatic of the latest wave of this decolonising process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01