Is There a Place for "Bildung" in Preparing Religious Education Teachers to Support and Promote Epistemic Justice in Their Classrooms?

Autor/inn/en	Stones, Alexis; Fraser-Pearce, Jo
Titel	Is There a Place for "Bildung" in Preparing Religious Education Teachers to Support and Promote Epistemic Justice in Their Classrooms?
Quelle	In: Journal of Religious Education, 70 (2022) 3, S.367-382 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1442-018X
DOI	10.1007/s40839-022-00187-5
Schlagwörter	Religious Education; Social Justice; Knowledge Level; World Views; Teacher Education; Social Influences; Philosophy; Knowledge Management + Suchen Sie Ihr Suchwort? Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Soziale Gerechtigkeit; Wissensbasis; World view; Weltanschauung; Lehrerausbildung; Lehrerbildung; Sozialer Einfluss; Philosophie; Wissensmanagement
Abstract	This article draws on an empirical research project in which we explore the roles and understandings of knowledge in Religious Education (RE). Plural understandings of knowledge in schools (and society) lead us to concerns about the relationships between knowledge and social justice. We define epistemic literacy as the capability to recognise, and critically use, different types of knowledge. We also clarify that one's own relationship with knowledge(s) is significant and is, therefore, important for students and teachers to develop to respond to the epistemically plural RE curriculum and classroom. Drawing on literacy frameworks to identify the need for non-hierarchical conceptualisations of knowledge that include the expert and everyday (Hannam et al., 2020; Shaw, 2019, Vernon 2020), we acknowledge the need for a particular disposition when approaching knowledge about religion and worldviews. Building on the analysis of our empirical study and subsequent developments of epistemic literacy, we revisit the notion of epistemic justice (Fricker, 2007) and present a theoretical justification for the experiential preparation of teachers that draws on Biesta's (2002) reformed Bildung of encounter and Rawls' "veil of ignorance" (Rawls, 2005).What emerges from these reflections on the future of "Bildung" is, therefore, an image of a learning society conceived as a society in which the real encounters with who and what is other are a constant and continuous possibility.(Biesta, 2002, p. 350)What emerges from these reflections on the future of "Bildung" is, therefore, an image of a learning society conceived as a society in which the real encounters with who and what is other are a constant and continuous possibility.(Biesta, 2002, p. 350) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01