Introduction

Berglund, Jenny; Shanneik, Yafa; Bocking, Brian

doi:10.1007/978-3-319-32289-6_1

Cited by 7 publications

(6 citation statements)

References 9 publications

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“…Internationally, religious education in public schools is vastly diverse in practices as well as in empirical and theoretical motivations (Berglund et al , 2016; Buchanan and Gellel, 2015, 2019; de Souza et al , 2007; Franck and Thalén, 2021; Sivasubramaniam and Hayhoe, 2018; Skeie et al , 2013; Smyth et al , 2013). This article focuses on the increasingly discussed in academic community interreligious [2] model of religious education (Engebretson et al , 2010; Körs et al , 2020; Schreiner, 2016).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The preconditions of interreligious education in Hong Kong: religious heterogeneity, freedom of religion, and secularity

Fedorov

2022

STICS

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Purpose In the light of intensifying academic discourses on contemporary religious education in Hong Kong, this paper aims to examine how the interreligious model (i.e. that features teaching religious variety rather than a particular faith) is consistent with Hong Kong’s social context. It begins with a theoretical conceptualization that interreligious education originates from certain preconditions and is only understood contextually. Next, the analysis identifies the preconditions within Hong Kong milieus: sociodemographic, sociocultural and legal. Design/methodology/approach Theoretically driven case study. The paper analyses Hong Kong's development toward interreligious education. Findings Albeit most conceptualizing of interreligious education has been conducted in Europe, the study finds the model functional to Hong Kong. Moreover, these preconditions-religious heterogeneity, freedom of religion and secularity – are met, although with their specifics. These preconditions, however, do not imply imperativeness yet rather feasibility if the interreligious model adheres to Hong Kong’s educational aims. Originality/value This study develops theoretical lenses for interreligious education in Hong Kong. First, it analyzes religious heterogeneity, freedom of religion and secularity within the Hong Kong milieus and reveals Hong Kong’s capacity to implement the interreligious model. It also advances scholarship on interreligious education in relatively underexplored settings (referring not simply to Hong Kong but to Chinese societies and contemporary Asia).

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Section: Theoretical Frameworkmentioning

confidence: 99%

The preconditions of interreligious education in Hong Kong: religious heterogeneity, freedom of religion, and secularity

Fedorov

2022

STICS

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“…Who decides? Despite its systematic appeal, arguing that the ASR provides the answers discounts the real socio-political contexts that shape RE (Berglund et. al.…”

Section: Religious Studies Goes To School: Some Challengesmentioning

confidence: 99%

“…Making any general statements about RE in schools is problematic; it is a highly diverse curriculum area, influenced by the national and local cultural, historical, political and religious contexts (Hull 2002;Berglund et. al.…”

Section: Introduction: You Get An 'Ology……you're a Scientist!mentioning

confidence: 99%

Reduction without Reductionism

Lewin¹

2021

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School and university teachers of Religious Studies (RS) are caught between presenting the irreducible complexity of their subject matter, and the practicalities of selection and simplification that pedagogy entails. The entanglements of culture, politics and ideology within RS, along with the colonialist and hegemonic histories of the subject, make questions of just representation especially acute. How can educators be inclusive and selective? The central strand of my argument concerns the “translation” between the academic study of religion in universities and religious education in schools. I argue that this translation necessarily involves “pedagogical reduction” – the selections and simplifications that teaching involves – and that we must carefully consider the basis upon which we form our pedagogical reductions. Establishing that basis depends on interdisciplinary dialogue between scholars of religion, scholars of education, and educators more generally. I argue that there is a conspicuous disconnection between critical scholarship in the scientific study of religion(s) and critical scholarship in the “educational sciences.” I justify the need for, and outline the nature of, dialogue between these scholarly communities through consideration of four interrelated pedagogical concepts that I offer as preliminary outlines towards the development of more robust and systematic criteria for developing a religious education that is simultaneously inclusive and selective.

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“…H παγκοσμιοποίηση έχει προκαλέσει το ενδιαφέρον ερευνητών και έχουν μελετηθεί οι θετικές και αρνητικές επιδράσεις του φαινομένου στη ζωή των κοινωνιών και των προσώπων με βάση διαφορετικούς επιστημονικούς άξονες και πεδία (Giddens, 1990;Robertson, 1992;Tomlinson, 1996;Bauman, 1998;Feathersone, 2000;Συλλογικό έργο, 2004;Kenway & Bullen, 2008;Rieger, 2010;Friedman, 2012). Λόγω των σχέσεών της με την τεχνολογία, την οικονομία και την επικοινωνία επιδρά στη νέα γενιά και δημιουργεί νέες ταυτοτικές διεργασίες και περιβάλλοντα, στα οποία τα συναισθήματα και οι αντιδράσεις των νέων ποικίλουν και για αυτό ερευνώνται (Arnett, 2002;Chuanchen, Mattissek, Yongvanit, & Setyawati Dewanti, 2016;Berglund, Shanneik, & Bocking, 2016).…”

Section: οι συνθήκες παγκοσμιοποίησης μετακινήσεων πληθυσμών και πολυ...unclassified

The contribution of Social Pedagogy and Religious Education to the management of modern conditions of globalization, population movement and multiculturalism

Liagkis¹

2020

GJRE

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The present study examines the synergy of Social Pedagogy and Religious Education (RE)in Education.The aim of the research is the study of the personal and collective change that Religious Education can cause, and its preventive operation in the management of the new global conditions.It is a blended research. It took place during the school year 2017-18 in a Gymnasium and a Lyceum of Attica with the methodology of critical ethnography. The analysis of the qualitative and quantitative data shows that religious knowledge, developed in Education and aiming religious literacy, as defined in the context of Greek / European cultural identity and multiculturalism, can operate preventively and intrusively, on a personal and collective level in the management of modern conditions of globalization, population movement and multiculturalism, when it is understood as experience and is meaningful with the concepts of understanding, reflection and action. The transformative dynamics of religious knowledge trigger the young person to make small and big changes. This learning procedure strongly influences the person who seems to challenge his environment, his parents. This is done without sacrificing the religious content of the subject, which is not delivered by another subject at school. With this, in fact, it can achieve to a high degree the cultural recognition and acceptance of religious diversity and to a certain extent the change of attitudes towards the foreigner, the immigrant, the refugee. Above all, however, it turns out that it contributes to the development of acquaintance and communication of team members, recognition and to a degree of acceptance of otherness and certainly to the development of relationships, in cases that did not exist before.

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Introduction

Cited by 7 publications

References 9 publications

The preconditions of interreligious education in Hong Kong: religious heterogeneity, freedom of religion, and secularity

The preconditions of interreligious education in Hong Kong: religious heterogeneity, freedom of religion, and secularity

Reduction without Reductionism

The contribution of Social Pedagogy and Religious Education to the management of modern conditions of globalization, population movement and multiculturalism

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