Failures of meaning in religious education

Conroy, James C.; Lundie, David; Baumfield, Vivienne

doi:10.1080/13617672.2012.732812

Cited by 35 publications

(23 citation statements)

References 4 publications

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“…The OFSTED report shows much variability in the quantity and quality of support for RE provided to schools at a local level, with many schools having difficulty in finding effective training. Other research evidence confirms the mixed quality of subject provision and its under-resourcing (Conroy et al, 2012) and shows a need for the production of higher quality materials on the various religions studied in RE, that reflect high standards of scholarship and pedagogy (Jackson et al, 2010).…”

Section: Discussionmentioning

confidence: 71%

Religious Education in England: The Story to 2013

Jackson

2013

Pedagogiek

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The article gives an outline of law and policy on religious education (RE) in England up to 2013. A few comments are made about the systems in Northern Ireland, Scotland and Wales. The English dual system of Government funding for both community and certain faith-based schools is considered. The devolution of syllabus design and support for religious education to local authorities in England is explained, together with a trend towards non-statutory national guidance. The article considers the main drivers for change, including secularisation and pluralisation, which led to a change of aims for the subject and its broadening to include a range of different religious traditions. The influence of government policies is considered, including the previous Labour Government's policy of building community cohesion, and a range of current Coalition Government's policies often indirectly having a negative impact on religious education. These include privileging certain school subjects other than RE, the diminution of local authority support for religious education, the lack of an equivocal legal requirement for religious education in Academies and Free Schools, and erosion of specialist teacher training for religious education at initial and inservice levels.

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Section: Discussionmentioning

confidence: 71%

Religious Education in England: The Story to 2013

Jackson

2013

Pedagogiek

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“…Diese muss bereit sein, Praxisnarrative nicht nur miteinander zu teilen, sondern sie auch zu befragen und gemeinsam daran zu arbeiten, im Religionsunterricht etwas zu verändern. Derzeit wird die Regelung für die verschiedenen Phasen der Lehrerbildung in allen vier Nationen des Vereinigten Königreichs überprüft (Baumfield 2012). Das neue Nachdenken darüber, wie Erkenntnisse zur Förderung transformativen professionellen Lernens im Religionsunterricht gewonnen werden können, kommt daher zur rechten Zeit.…”

Section: Andere An Praxisnarrativen Aus Dem Religionsunterricht Teilhunclassified

Etwas im Religionsunterricht bewegen: Zur Integration von Theorie und Praxis beim professionellen Lernen von Lehrkräften

Baumfield

2016

Zeitschrift Für Pädagogik Und Theologie

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Abstracts: Systematic reviews and meta-analyses of the research literature on Continuing Professional Development (CPD) and School Improvement demonstrate that teachers who have the opportunity to develop "knowledge of practice" by integrating theory and practice have a positive impact on student attainment. It is argued in this article that we have sufficient weight of evidence to indicate that engaging in curriculum development as a participant in a community of inquiry is the optimal context for professional learning to develop knowledge of practice. However, establishing participation in communities of inquiry as integral to teachersʼ professional learning remains a challenge and we need better ways of sharing and interrogating what we (think we) we know. Examples of 'experiments in practiceʼ to promote professional learning and make a difference in the Reli- Zusammenfassung: Systematische Auswertungen und Meta-Analysen zur Forschungsliteratur zur Fort-und Weiterbildung und Schulentwicklung zeigen, dass sich die Möglichkeit für Lehrkräfte, durch die Integration von Theorie und Praxis eine "Kenntnis der Praxis" zu erlangen, positiv auf Schülerleistungen auswirkt. Wie in diesem Artikel deutlich gemacht wird, gibt es ausreichend Evidenz dafür, dass die Beteiligung von Lehrkräften an der Lehrplanentwicklung im Rahmen einer Forschungsgemeinschaft den optimalen Kontext für professionelles Lernen und die Entwicklung von "Kenntnis der Praxis" darstellt. Dennoch bleibt es eine Herausforderung, die Beteiligung an solchen Forschungsgemeinschaften zu erreichen. Wir brauchen bessere Wege dafür, das, was wir wissen (oder zu wissen meinen), miteinander zu teilen und auch zu befragen. Beispiele aus "Praxisexperimenten" zur Unterstützung professionellen Lernens sowie dazu, im Reli-

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“…The risk of simplifying at the cost of meaning (Conroy, Lundie, and Baumfield 2012) may be a consequence of concepts that are designed to deal with complexities, and lack of time may be an obstacle for supporting citizenship. Plurality should thus not be approached by simplifying the meanings that make up the plurality of (religious) citizens.…”

Section: Possible Consequences For Citizenship Educationmentioning

confidence: 99%

“…Here, the concrete subject (Bergdahl 2010) risks becoming a product of space and time. As for some examples in the first category, pedagogical simplifications may be seen as consequences of a phenomenological approach that is connected to time limits and in which complexities become reduced (Conroy, Lundie, and Baumfield 2012). Although the second category seems to open up for variations beyond essential similarities, allowing cultures to speak in their own right and restricting categories to geographical spaces and periods may limit the possibilities of hearing the multiple voices of religious citizens.…”

Section: Possible Consequences For Citizenship Educationmentioning

confidence: 99%

Religions constructed as similar or different by teachers of religious education from a citizenship education perspective

Liljestrand

2014

British Journal of Religious Education

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The purpose of this paper is to empirically explore and theoretically discuss Swedish religious studies (RE) teachers' understanding of religions as similar and different. In Sweden, RE is a mandatory subject and presents all the world's major religions to students. Teachers of RE therefore need to relate to the various relations between the religions. A qualitative interview study with Swedish RE teachers (n = 7) in Swedish secondary schools was performed to determine how they conceptualise religion and present 'religion' to their students. The teachers (m = 3; f = 4) were chosen from schools with a variety of ethnically homogenous and heterogeneous compositions of students. The teachers' conceptions of 'religion' can be described according to two main categories: as something universal or as something dependent on the cultural context. These two main orientations are described more closely in this paper. The teachers' conceptions are also discussed from the perspective of possible consequences for educating citizens in the Swedish school system. It is suggested that RE teachers' conceptions of religions as similar and different facilitate and constrain identification and encounters with others as religious subjects.

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Failures of meaning in religious education

Cited by 35 publications

References 4 publications

Religious Education in England: The Story to 2013

Religious Education in England: The Story to 2013

Etwas im Religionsunterricht bewegen: Zur Integration von Theorie und Praxis beim professionellen Lernen von Lehrkräften

Religions constructed as similar or different by teachers of religious education from a citizenship education perspective

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