Nurturing identity formation in adolescence through narrative learning: a dialogue between the pedagogies of media literacy and religious education

Religious education for spiritual bricoleurs? the perceptions of students in ten Christian-ethos secondary schools in England and Wales

“…This paper argues that the voice of young people should be valued; they are capable of being ordinary theologians (Astley, 2002). This is not a return to confessional approach, the NLS interpretation of RE as a space for exploration, clearly challenges the more confessional, traditional aim of Christian or Catholic Education of faith formation (Wright, 2018).…”

“…This poses a challenge for RE teachers, especially as it can no longer be assumed that they have experience of being within a religious tradition. Edward Wright (2018) explored how employing the NLS model encourages students to reflect and represent their lives in more creative ways. He concluded that many Catholic educators would lack the skills to help young people develop their own stories and place them within the context of the Catholic faith tradition (Wright, 2018, 7).…”

Development of Sīroh An-Nabawiyyah Learning Media in Fiqh Siroh Ramadhan Al-Buthi Through the Concept of NPT (Narative, Pedagological, and Theological)

“…Since Erikson's 1968 theory of psychosocial development, identity formation has been viewed as one of the most significant adolescent tasks with implications for healthy development throughout a person's life. The basic concept of identity development in terms of narrative, scientists such as Habermas and Bluck state that the construction of a person's life story allows individuals to organize collective memories back and knowledge about their past experiences in a coherent manner [8]. Other scholars Bamberg and Rosenfeld say that narrative has been considered a key mechanism by which we understand the development of our life journey.…”

“…In line with the above view, Mc Adam believes that through narratives we understand ourselves, our experiences about other people and the world around us, including the events we experience, as a result, identities are made concrete through our life narratives, which eventually merge into a life story. Narrative scientists conclude that there is a reciprocal relationship between narratives of personal experience and the external presentation of identity [8].…”

“…In harmony with Al-Buthi, Prof. Dr. Ali Jum'ah, a senior scholar of Al-Azhar Egypt, recommends that the younger generation be trained to build the paradigm of "Rosulullah SAW as a father" meaning they must consider Rasulullah as an example and uswatun hasanah Narrative learning through the use of media has recently received special attention from educational scientists. One of them, a scholar named Mc Adam, concluded that through narratives students can understand themselves, our experiences about other people and the world around us, including the events we experience, as a result, identities are made concrete through the narratives of our lives, which eventually coalesce into a living story [8]. Narrative scientists conclude that there is a reciprocal relationship between narratives of personal experience and the external presentation of identity.…”