Dialogue and Conflict on Religion. Studies of Classroom Interaction in European Countries PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Dialogue and Conflict on Religion. Studies of Classroom Interaction in European Countries PDF full book. Access full book title Dialogue and Conflict on Religion. Studies of Classroom Interaction in European Countries by Ina ter Avest. Download full books in PDF and EPUB format.
Author: Ina ter Avest
Publisher: Waxmann Verlag
ISBN: 3830972725
Category : Education
Languages : en
Pages : 317
Get Book
Book Description
Regarding teaching about religions and worldviews, there is a gap between the ambitions of educational policies and our knowledge about what really happens in the classroom. Research on classroom interaction about religion is not very far developed, either nationally or as international and as comparative research. There is a growing awareness, however, that research on pupils’ perspectives on religion in education is needed in order to develop sustainable approaches for future education, and this book is a contribution to this research. The classroom can be seen as an arena both for learning and for micro-politics. This arena is shaped, and sometimes challenged and restricted, or even curtailed, by the wider societal and political context. In this book we present studies of classroom interaction that focus on the micro-sociological level of research. The studies presented open up a rather unexplored field of international comparative research on religion in education and the role of diversity for classroom interaction, giving deeper insights into what happens in classrooms, displaying varieties of interactive patterns and relating these to their specific contexts.
Author: Ina ter Avest
Publisher: Waxmann Verlag
ISBN: 3830972725
Category : Education
Languages : en
Pages : 317
Get Book
Book Description
Regarding teaching about religions and worldviews, there is a gap between the ambitions of educational policies and our knowledge about what really happens in the classroom. Research on classroom interaction about religion is not very far developed, either nationally or as international and as comparative research. There is a growing awareness, however, that research on pupils’ perspectives on religion in education is needed in order to develop sustainable approaches for future education, and this book is a contribution to this research. The classroom can be seen as an arena both for learning and for micro-politics. This arena is shaped, and sometimes challenged and restricted, or even curtailed, by the wider societal and political context. In this book we present studies of classroom interaction that focus on the micro-sociological level of research. The studies presented open up a rather unexplored field of international comparative research on religion in education and the role of diversity for classroom interaction, giving deeper insights into what happens in classrooms, displaying varieties of interactive patterns and relating these to their specific contexts.
Author: Robert Jackson
Publisher: Routledge
ISBN: 1317982789
Category : Education
Languages : en
Pages : 213
Get Book
Book Description
Religion, Education, Dialogue and Conflict analyses the European Commission-funded REDCo project, which addressed the question of how religions might contribute to dialogue or conflict in Europe. Researchers in education from eight countries – the UK, Estonia, France, Germany, the Netherlands, the Russian Federation, Norway and Spain – studied how young Europeans of different religious, cultural and political backgrounds could engage in dialogue in the context of the school. Empirical studies conducted with 14-16 year old students included them offering their own perspectives and analyses of teaching and learning in both dialogue and conflict situations. Although there were some different national patterns and trends, most students wished for peaceful coexistence across differences, andbelieved this to be possible. The majority agreed that peaceful coexistence depended on knowledge about each other’s religions and worldviews, sharing common interests and doing things together. The project found that students who learn about religious diversity in school are more willing to discuss religions and beliefs with students of other backgrounds than those who do not. The international range of expert contributors to this book evaluate the results of the REDCo project, providing examples of its qualitative and quantitative studies and reflecting on the methods and theory used in the project as a whole. This book was originally published as a special issue of the British Journal of Religious Education.
Author: Elisabeth Arweck
Publisher: Routledge
ISBN: 1134790392
Category : Religion
Languages : en
Pages : 304
Get Book
Book Description
Investigating the hitherto unexplored topic of how young people understand and relate to religious diversity in the social context in which they are growing up, this book makes a significant contribution to the existing body of literature on religious diversity and multiculturalism. It closes a gap in knowledge about young people’s attitudes to religious diversity, and reports data gathered across the whole of the UK as well as comparative chapters on Canada, USA and continental Europe. Reporting findings from both qualitative and quantitative research which reveal, for example, the importance of the particular social and geographical context within which young people are embedded, the volume addresses young people’s attitudes towards the range of 'world religions’ as well as non-religious stances and offers an interdisciplinary approach through the different analytical perspectives of the contributors.
Author: Wolfram Weisse
Publisher: Taylor & Francis
ISBN: 1003846696
Category : Religion
Languages : en
Pages : 165
Get Book
Book Description
Preparing pupils to engage with religious and cultural heterogeneity is increasingly seen as a key task for school education. This book presents research on religion-related dialogue in European schools and addresses the complex intersection of various factors supporting or hindering it. The volume offers findings of the international research project ‘Religion and Dialogue in modern societies’ (ReDi). The chapters present analyses of school case studies in five European cities London (England), Hamburg and Duisburg (Germany), Stockholm (Sweden), and Stavanger (Norway), to empirically answer the question: What are possibilities and limitations of religion-related dialogue in schools? Possibilities and Limitations of Religion-Related Dialogue in Schools in Europe will be a key resource for practioners and researchers of religious education, education studies, educational research, religious studies, and sociology. It was originally published as a special issue of the Religion & Education.
Author: Zehavit Gross
Publisher: Springer Nature
ISBN: 3031201337
Category : Religion
Languages : en
Pages : 284
Get Book
Book Description
This book brings together new thinking and research on religious education’s complex and evolving role in the multicultural, diverse postmodern era. It facilitates new realism and understanding of the current situation from empirical and reflective accounts relating to a variety of countries and political contexts, as well as providing innovative methodological approaches to the study of education and religion. In different contexts around the world, at different levels of education, and from different theoretical lenses, religious education occupies a contested space. The ongoing, changing nature of the world due to increasing secularization, rapid technological change, mass immigration, globalization processes, conflict and challenging security issues, from inter to intra state levels, and with shifting geopolitical power balances, generates the need to reconceptualize where religious education is positioned. It claims that religious education on its own can be an agent of moral, social and spiritual transformation are disputed. There is significant controversy about whether special religious education, that is in-faith education, still has a role within the post-modern world.
Author: Kevin O'Grady
Publisher: Routledge
ISBN: 1351064363
Category : Education
Languages : en
Pages : 202
Get Book
Book Description
Religious Education as a Dialogue with Difference addresses current issues over the study of religion in publicly maintained schools. Are liberal, inclusive approaches to the study of religion suited to the aims of education in a democracy? Do liberal democratic aims offer the right framework for the study of religion? By presenting research on English secondary school pupils' motivation in religious education, this volume argues that religious education is best understood as a democratic dialogue with difference. The book offers empirical evidence for this claim, and it demonstrates how learners gain in religious literacy, both through the exercise of democratic citizenship in the classroom and towards the goal of life-long democratic citizenship.
Author: Robert Jackson
Publisher: Council of Europe
ISBN: 9287180067
Category : Political Science
Languages : en
Pages : 130
Get Book
Book Description
How can the study of religions and non-religious world views contribute to intercultural education in schools in Europe? An important recommendation from the Committee of Ministers of the Council of Europe (Recommendation CM/Rec(2008)12 on the dimension of religions and non-religious convictions within intercultural education) aimed to explain the nature and objectives of this form of education. Signposts goes much further by providing advice to policy makers, schools (including teachers, senior managers and governors) and teacher trainers on tackling issues arising from the recommendation. Taking careful account of feedback from education officials, teachers and teacher trainers in Council of Europe member states, Signposts gives advice, for example, on clarifying the terms used in this form of education; developing competences for teaching and learning, and working with different didactical approaches; creating “safe space” for moderated student-to-student dialogue in the classroom; helping students to analyse media representations of religions; discussing non-religious world views alongside religious perspectives; handling human rights issues relating to religion and belief; and linking schools (including schools of different types) to one another and to wider communities and organisations. Signposts is not a curriculum or a policy statement. It aims to give policy makers, schools and teacher trainers in the Council of Europe member states, as well as others who wish to use it, the tools to work through the issues arising from interpretation of the recommendation to meet the needs of individual countries. Signposts results from the work of an international panel of experts convened jointly by the Council of Europe and the European Wergeland Centre, and is written on the group’s behalf by Professor Robert Jackson.
Author: Olga Schihalejev
Publisher: Waxmann Verlag
ISBN: 3830972881
Category : Education
Languages : en
Pages : 262
Get Book
Book Description
This case study contributes to discussions about religious education and its relation to young people's concerns and to social cohesion in Estonia. However, the book also makes an important contribution to the international debate about religions and education. It brings together empirical studies conducted in Estonia in the framework of a major European project, REDCo (Religion in Education: A contribution to Dialogue or a factor of Conflict in transforming societies of European Countries?) setting the research in the context of wider international debates. The mixed methods research investigates the attitudes of 14-16 years old Estonians towards religion and religious diversity, exploring their views on the role of the school in promoting dialogue and tolerance among representatives of different worldviews, and establishing the ways in which their experience of religious education affects their views on these issues. Dr Schihalejev draws on three of her empirical studies, each utilising a different methodology. The qualitative and the quantitative studies investigate students' attitudes to religion and religious diversity, while two contrasting classroom-based studies of religious education explore patterns of interaction, both using video-ethnography and incident-analysis respectively to collect and interpret the data. Grounded in the findings of the empirical studies, the author explores dialogical pedagogies for non-confessional approaches to religious education and discusses policies for strengthening active tolerance in the school context. Dr. Olga Schihalejev is a researcher and a lecturer in the Faculty of Theology at Tartu University, Estonia. She has worked as a teacher of religious education and has written teaching-learning resources for students in Estonia. She is a board member of the Estonian RE Teachers' Association, actively involved in improving the national syllabus for RE and organising annual conferences for RE teachers in Estonia. She worked on the EC Framework 6 project REDCo (Religion in Education. A contribution to dialogue or a factor of conflict in transforming societies of European Countries). Within the REDCo Project her research was on how religion is perceived by young people in a secular context. Additionally she is interested in the perception of religion and tolerance by different ethnic groups in Estonia. Her current research interest is the study of the competences young teachers of different subjects have for implemeting values education.
Author: Friedrich Schweitzer
Publisher: Waxmann Verlag
ISBN: 3830987196
Category : Philosophy
Languages : en
Pages : 424
Get Book
Book Description
The question of how research on structures and outcomes in Religious Education can be carried out successfully is of current interest in many countries. Next to the more traditional historical, analytical and, more recently, international comparative approaches, empirical research in religious education has been able to establish itself as a major approach to this field. Moreover, the contemporary discussion about comparative evaluation in schools has raised a number of questions which also refer to Religious Education. What competences can pupils acquire in this subject? Does Religious Education really support the acquisition and development of the competences aspired? Are there differences in this respect between different forms of Religious Education or between different approaches to teaching? With contributions from eight European countries, the volume brings together approaches and research experiences that try to follow this lead by offering new and empirically based perspectives for the future improvement of teaching and learning in this school subject. Whoever is interested in improving the practice of Religious Education then, will not be able to bypass the question of researching processes and outcomes - an insight which also refers to a small but growing number of studies in this field which can be identified in several countries.
Author: Robert Jackson
Publisher: Routledge
ISBN: 1351376918
Category : Education
Languages : en
Pages : 302
Get Book
Book Description
In the World Library of Educationalists series, international experts themselves compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and practical contributions – so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field. Religious Education for Plural Societies highlights key writings from Robert Jackson’s international career in education. It provides a historical perspective in relation to current debates about religious education in the UK and internationally, drawing attention to current issues of concern. Carefully selected examples explore the key themes in religious education that allow us to consider how things were, how they are now and the future for the field of study. Split into parts: empirical research; the interpretive approach to religious education pedagogy; religious education and plurality and human rights and international policy developments, Robert Jackson also provides an overview of the text in the form of a general introduction, and also introductions to each section of the book, allowing the reader a personal insight into why each piece has been chosen. Religious Education for Plural Societies allows readers to follow themes and strands across Robert Jackson’s career and see how his work has contributed to the development of the fields of religions and education. It will be of interest to all followers of Robert Jackson’s work and any reader interested in the development of religious education in the UK and internationally.
