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1.
Nigel Peter Michell Fancourt 《British Journal of Religious Education》2015,37(2):122-137
The study of how policy processes shape religious education as a curriculum subject, rather than within faith schooling, is relatively unexplored. This paper applies a policy analysis perspective to an important distinction in non-confessional English religious education, which has also been adopted internationally: ‘learning about religion’ and ‘learning from religion’. The changing nature of the distinction in English policy documents from 1994 is examined in the light of three main voices of influence on educational policy: neo-conservatives, neo-liberals and progressives. These changes are also analysed through three policy contexts: influence, text production and practice. Revisions to policy wording are interpreted in the light of this theory, showing the growing significance of neo-liberalism, and the nature of compromise, amendment and ambiguity. The implications for an understanding of the inter-relationship between policy, pedagogy and practice are then considered. 相似文献
2.
The Finnish system of religious education offers instruction in the pupil’s own religion or in ethics throughout comprehensive school. By taking the pupil’s background as a basis for instruction, this system aims at promoting equality and integration with respect to religion and one’s worldview. However, there has been little knowledge about how the system of instruction is experienced by pupils themselves and how it affects pupil’s identities at school. This study illuminates through a participant observation study in grades 1–6 how pupils in five minority instruction groups experience their classes and perceive themselves in relation to other pupils in school. The study shows how working in small groups represents an important element in pupils’ experiences. Pupils generally experienced participation in instruction as positive and fun, but age integration, organisation of schedules and classrooms were also important concerns. Even if pupils were content about having their own instruction group, feelings of otherness and a negative sense of difference in relation to the majority of pupils were found particularly among pupils of religion. 相似文献
3.
Hüseyin Kotaman 《师资教育杂志》2016,42(2):163-172
The purpose of this study was to examine the impact of religion on prospective early childhood teachers’ judgments of fact and reasoning. Six hundred and sixteen prospective early childhood teachers from seven different cities and universities in Turkey participated in the study. Participants read the religious story of ‘King Solomon and the Ant’ and responded to the following questions: (1) Can Solomon converse with ants? (2) If yes, why, or no, why not? Please explain your answer with one sentence. Findings revealed that 520 of the participants (84%) responded to the first question affirmatively and 96 (16%) of the participants responded negatively. Among positive responders, 494 (80%) provided religious reasoning, while 83 (13.5%) laid out natural reasoning; 29 (4.7%) resorted to literary reasoning; and 10 (1.6%) offered uninformative explanations for their responses. Analysis revealed that participants’ responses did not differ by their class level at the university. Recommendations are provided for the relevance of these findings for teacher education. 相似文献
4.
Pongprapan Pongsophon 《Cultural Studies of Science Education》2010,5(1):141-156
I report an action research study that aimed at improving Thai pre-service teachers’ understanding of the relationship between
science and religion and at assisting them to respond to this issue in a science classroom. The participants were twelve post-grad
students pursuing Master of Art in Teaching Science at Kasetsart University. They took a course, Philosophy of Science, taught
by the researcher in Semester A, academic year 2007. Process drama is the teaching strategy employed. The students were fully
engaged in the process drama; doing research, producing, distributing, and criticizing the drama. Focus group, student journal,
and observation were used to gather the data and the data was analyzed using qualitative analysis techniques. The focus groups
revealed that the drama could help students reflect on the complexity and sensitivity of the issue. They found there was no
inherent conflict between science and religion since they answered different questions and used different methods to achieve
their results. However, the conflicts occurred when people were not aware of the basic differences between the two so they
justified one on the basis of purpose and method of one another. The pre-service teachers also found consistency between science
and Buddhism. They thought that the teachers of science should respond to the conflicts in a respectful, compromising, and
neutral manner. 相似文献
5.
Schools are not “innocent” sites of cultural transmission. They play an active and significant role in transmitting values
and inculcating culture. Schools also serve as a site for the maintenance of boundaries and for the construction of identities.
Previous studies have recognized the relationship between education and identity. Building on existing literature, this study
examines the ways in which Christian schools can be a site for the construction and maintenance of religious, ethnic and class
identities of the ethnic Chinese in Indonesia. The study surveys four prestigious “Chinese” Christian schools in Jakarta.
Through a brief but thorough profiling of the schools, the study explores the complexity of and identifies issues associated
to religion, ethnicity and class, in relations to Chinese-Indonesians and the Indonesian society at large. 相似文献
6.
The question of where to locate teaching about the relationships between science and religion has produced a long-running debate. Currently, science and religious education (RE) are statutory subjects in England and are taught in secondary schools by different teachers. This paper reports on an interview study in which 16 teachers gave their perceptions of their roles and responsibilities when teaching topics that bridge science and religion and the extent to which they collaborated with teachers in the other subject areas. We found that in this sample, teachers reported very little collaboration between the curriculum areas. Although the science curriculum makes no mention of religion, all the science teachers said that their approaches to such topics were affected by their recognition that some pupils held religious beliefs. All the RE teachers reported struggling to ensure students know of a range of views about how science and religion relate. The paper concludes with a discussion about implications for curriculum design and teacher training. 相似文献
7.
Peter J. Hemming 《Ethnography and Education》2018,13(2):154-171
Since the Children Act 2004 in both England and Wales, schools are expected to give due attention to the issue of children’s rights, particularly respect for the views of pupils in matters that affect them, as outlined in Article 12 of the UNCRC. However, one theme that has been relatively unexplored in the literature on children’s rights and education is religion and the role it plays in everyday school life, an issue that has relevance for Article 12, but also Article 14, which refers to freedom of thought, conscience and religion. This article approaches the topic of religion, schooling and children’s rights empirically, through a focus on rural church schools. It draws on in-depth qualitative research with pupils and other stakeholders from two case study schools in order to explore the significance of ethos values and experiences of religious practices for debates in this area. 相似文献
8.
Sarah Croché 《British Journal of Religious Education》2015,37(1):37-52
This article treats the various forms of adjustment between scientific and religious discourses at school. It aims to analyse the beliefs and practices of schoolmasters and to explore how the oppositions between the ‘dominant’ discourses of Western science and those of religion are addressed in secondary education in Senegal. The analysis leans on the Actor-Network-Theory and the concept of ‘apparatus’ from Foucault. The article shows that, in the secular Republic of Senegal, contradictory messages on some sensitive issues are conveyed to pupils, in the classroom, by the official schoolmaster himself. The schoolmasters, whatever their religion, teach for religion in public schools (in a devotional sense); they do not teach about religion (in an academic sense). An ‘enrolment’ work is in progress in the official schools whereby pupils adhere to the ‘true’ religious discourse, challenged by the ‘true’ scientific discourse. The schoolmasters do not want to exclude the official curriculum but wish to teach religious knowledge. The State cannot limit each discourse to its own sphere of relevance and fails to impose its criteria on some actors who prefer those offered by their own religious networks. A Senegalese ‘national religious apparatus’ produces effects on schoolmasters’ educational practices and curriculum. 相似文献
9.
The paper addresses the relationship between the twin tasks of enabling pupils both to learn about and learn from religion in the state education systems of Finland and the UK. Recognising that the relationship between these two tasks is the subject of considerable confusion, it is argued that the most appropriate way to view the connection is fundamentally ontological. In a plural society in which there is no basic agreement about the ultimate meaning and purpose of life, there nevertheless remains a common concern to enable pupils to live flourishing lives in harmony with the ultimate order‐of‐things. The paper draws on phenomenography and the Variation Theory of Learning to unpack the pedagogic implications of this argument. 相似文献
10.
11.
O. McCormack J. O'Flaherty B. O'Reilly J. Liston 《British Educational Research Journal》2019,45(1):161-180
This article problematises the place of religion within publicly managed Education and Training Board (ETB) schools in the Republic of Ireland. The study draws on interview data from 43 school personnel across 18 ETB second-level schools, as well as eight interviews with ETB Education/Chief Executive Officers. Having established the legal and historical contexts, the place of religion is explored from the perspective of school life and prescribed curriculum. Across the 18 schools, the prescribed curriculum for Religious Education did not take the form of ‘faith formation’. Rather, focus was placed on exploring all world religions. However, this compares with the role of religion within the life of the school; 14 of the 18 participating schools had religious dimensions as part of school life. Half of these schools (n = 7) were Designated Community Colleges, while the remainder were Non-Designated (n = 7). The religious dimension was always Catholic in nature. Bar a few exceptions, the role of religion within the life of the school remained largely unquestioned by school personnel. The article explores the findings in light of the legislative and historical contexts. 相似文献
12.
Aoife Neary Breda Gray Mary O’Sullivan 《Discourse: Studies in the Cultural Politics of Education》2018,39(3):434-447
As legal structures for same-sex relationships are introduced in many contexts, the politics of sexuality are negotiated along religious/secular lines. Religious and Lesbian, Gay, Bisexual, Transgender, Queer (LGBT-Q) rights are pitted against one another such that LGBT-Q lives often assumed to be secular. Schools are crucibles of intermingling religious, secular and equality discourses and this complexity is carefully negotiated by LGBT-Q teachers in their everyday lives. Drawing on a study with LGB teachers as they entered into a Civil Partnership in Ireland (a legal structure in place for five years prior to enactment of Marriage Equality in 2015), this paper captures a ‘structure of feeling’ – new cultural work done as sexuality norms were in a state of flux. The teachers’ accounts unravel the religious/secular binary and provide insight of universal interest into the ambivalent, messy ways in which the politics of sexuality are (re)negotiated across the overlapping social fields of religion and education. 相似文献
13.
Berry Billingsley Manzoorul Abedin Mehdi Nassaji 《British Educational Research Journal》2020,46(1):177-204
This article describes the development of a questionnaire to discover primary school students’ perceptions of science, religion and the relationships between them on a range of topics that are known as Big Questions. The questionnaire was administered in 16 primary schools in England with over 750 students aged 10–11. The findings indicate that students in this age group have begun to consider how science and religion relate and that while there is a diversity of positions, a significant proportion perceived science and religion to conflict. Analysis of responses also indicated that primary school students’ epistemic insight was limited in relation to their understanding of the nature of science and, in particular, the idea that science has limitations. The basis and potential consequences of such views are considered and recommendations for teaching practice are presented, together with ideas for future research. It is anticipated that the study will inform teachers and curriculum planners developing approaches and guidance materials in science and religious education. 相似文献
14.
Michael J. Reiss 《Studies in Science Education》2013,49(2):157-186
I begin by examining the natures of science and religion before looking at the ways in which they relate to one another. I then look at a number of case studies that centre on the relationships between science and religion, including attempts to find mechanisms for divine action in quantum theory and chaos theory, creationism, genetic engineering and the writings of Richard Dawkins. Finally, I consider some of the pedagogical issues that would need to be considered if the science/religion issue is to be addressed in the classroom. I conclude that there are increasing arguments in favour of science educators teaching about the science/religion issue. The principal reason for this is to help students better to learn science. However, such teaching makes greater demands on science educators than has generally been the case. Certain of these demands are identified and some specific suggestions are made as to how a science educator might deal with the science/religion issue. 相似文献
15.
This article draws data from two complementary studies in sub-Saharan Africa to highlight the problem of religious misrepresentation in (multi-faith) Religious Education (RE) at school in Malawi and Ghana. Employing Michael Apples’ conception of selective tradition, the article is critical of the confrontational disputation inherent in the RE in the two countries. The misrepresentation is analysed under themes related to classroom discourse and the nature of religion. It argues that RE could actually be counter-productive and thus end up misrepresenting religions instead of promoting them. Unless there is a radical shift in the areas identified, the subject will continue to present a distorted picture of religion and thus fail in its civic responsibility as a curriculum area that is perhaps best placed to inculcate pro-social values towards citizenship in a world of religious diversity. 相似文献
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17.
Different religions are treated in different ways in Norwegian sixth form textbooks. We carried out an exhaustive content analysis of the chapters devoted to individual religions in textbooks for the Religion and Ethics course currently available in Norway, using rigorous indicators to code each word, image and question according to whether they were treated the religion as a set of ideas or a group of people. After adjusting for trends in the different kinds of data (word, image, question), we found that Buddhism and Christianity receive significantly more attention for their ideas than Hinduism, Islam and Judaism, which are treated more as people. This difference cannot be explained by the national syllabus or the particularities of the individual religions. The asymmetry also has implications for the pupils’ academic, moral and pedagogical agency for which teachers play a critical role in compensating. 相似文献
18.
《校园英语(教研版)》2016,(23)
<正>Jodhaa Akbar is an Indian movie released in 2008.This movie derives from a truly historical event of the Muslim Mughal Emperor named Jalaluddin Muhammad Akbar and his political marriage with a Hindu woman who has different faith with her king husband.It is a true love story with a happy ending.Besides, 相似文献
19.
Fida Sanjakdar 《Discourse: Studies in the Cultural Politics of Education》2018,39(3):393-407
This article conceptualizes religion as a critical theory challenge to sexuality education. Religious views in sexuality education are often perceived as intolerant and incompatible with today’s progressive and modern society. This article engages with the idea that the inclusion of religious viewpoints on sexuality will challenge the efficacy of current sexuality education in Australia and New Zealand school contexts, to create a more contemporary and inclusive learning experience that caters for all students’ sexual needs and lives. Utilizing a critical theory lens, I demonstrate how religion can challenge dominant views of sexuality education, introduce alternative modes of content and delivering, promote critical thinking skills and more egalitarian ways of learning about sexuality. Drawing on data collected from Australian and New Zealand public schools, this article endeavors to reframe current discussions of the relationships between religion and sexuality education. 相似文献
20.
In the era between the American Civil War and World War I, European observers considered coeducation, especially at the secondary level, to be one of the most remarkable features of American education and society. This article explores how Europeans tried to explain why mixing the sexes could work in the New World but, in the eyes of most, was impossible or unacceptable in their own countries. Although some commentators referred to “race” or ethnicity as the crucial factor that allowed American boys and girls to mingle in school without producing significant immorality, most visitors ultimately saw cultural differences as more important. An intriguing paradox in their perceptions was that many saw the United States as the progressive “land of the future,” but considered coeducation a holdover from primitive frontier conditions. 相似文献