Researching religious tolerance education using discourse analysis: a case study from Indonesia

Mulya, Teguh Wijaya; Aditomo, Anindito

doi:10.1080/01416200.2018.1556602

Cited by 19 publications

(12 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Curriculum implementers ought to be mindful of this reality and suggest more innovative learning experiences that bridge the gap between classroom instruction and contemporary life outside school. Mulya and Aditomo's (2019) report on film making project about religious tolerance in Indonesia could be one such way of helping students unlearn their religious biased stereotypes and embracing open-mindedness in learning about other religions.…”

Section: Discussionmentioning

confidence: 99%

Students’ representation of “other” religions

Addai-Mununkum

2019

JCSR

View full text Add to dashboard Cite

With the unfortunate abundance of religious conflicts in the world, it is important that attention is devoted to how students position themselves in relation to religions they do not associate with. On this score, a section of scholarship in social studies education has examined students making meaning of religio-historical and contemporary happenings. Yet, questions relating to students’ representation of “other” religions remain underexplored. From the Ghanaian context where this study is situated, official curriculum mandates teaching about religion, however, little to no evidence exist to support a claim that students’ attitudes change after learning this curriculum. To explore the disconnect, a qualitative study of six Ghanaian elementary schools were conducted for a three-month period. Through interviews, observations focus groups and document analysis, students’ representation of “other religions” were examined. Research outcome revealed that, students mediate their lessons on religion through the lens of their own experiences and metanarratives of their individual faiths. Consequently, they hold two forms of knowledge – authentic official knowledge used for examination purposes and secularized cultural knowledge used in practice. It is concluded that, the vestiges of colonialism and emergent imperialism are deeply implicated in students’ discourses around religion. Therefore, the missing link between content knowledge and attitudinal change may be explained by the failure of pedagogy to acknowledge the impact of contextual happenings on the realization of curriculum objectives. A solution to this conundrum will be for educators to connect academic knowledge to the out-of-school socio-cultural experiences of students

show abstract

Section: Discussionmentioning

confidence: 99%

Students’ representation of “other” religions

Addai-Mununkum

2019

JCSR

View full text Add to dashboard Cite

show abstract

“…One key element is drawing upon resources from students' own religion which promote tolerance (e.g. Rahmat, Firdaus, and Yahya 2019;Wijaya Mulya and Aditomo 2019). Examples of such resources are Baidhawy's (2007) Islamic multiculturalist theology which was built on concepts like ummah (living together), tafahum (mutual understanding), takrim (mutual respect), and salam (peace); and Christiani's (2005) proposal of Christian RE based on a liberation theology of religions, which she called 'RE behind, at, and beyond the wall'.…”

Section: Post-authoritarian Indonesia: Public Religiosity Pancasila Citizenship and Tolerance Educationmentioning

confidence: 99%

On being a religiously tolerant Muslim: discursive contestations among pre-service teachers in contemporary Indonesia

Mulya

Aditomo

Suryani

2021

British Journal of Religious Education

Self Cite

View full text Add to dashboard Cite

This study examines the constitution of religiously tolerant subjectivity among Indonesian Muslim pre-service teachers. Complementing existing studies in religious tolerance education which were mainly survey-based and experimental, this qualitative research employed a discourse analysis methodology which connects individual-level analysis with the larger socio-religio-political situations in contemporary Indonesia. Specifically, this study aims to explore discourses drawn upon by young Muslim preservice teachers to understand religious tolerance in the context of contemporary Indonesia, a Muslim-majority Southeast Asian country struggling to navigate its history of moderate Islam and a recent surge of conservatism. The findings exhibited three key discourses through which participants' religiously tolerant subjectivity was constituted, namely, a discourse of spiritual Islam, a discourse of postmodern sensibilities, and a discourse of concern over the growing conservative, Islamist, and radical groups. The implications were discussed in relation to how religious tolerance education can be advanced by drawing upon these key discourses.

show abstract

“…A cinema can improve students' understanding and independence to change their condition that originally had a poor social ethic for the better [5]. The use of cinema can help students reflect on the events surrounding it, concerning the importance of tolerance in creating peace [6]. The role of cinema in the prevention of cyberbullying is to stimulate the empathy of cyberbullies.…”

Section: Introductionmentioning

confidence: 99%

The Use of Cinema to Prevent Cyberbullying

Syifa¹,

Nengsih²,

Julius³

2021

Proceedings of the First International Conference on Science, Technology, Engineering and Industrial Revolution (ICSTEIR 2020)

View full text Add to dashboard Cite

Cyberbullying is a challenge for counselors in the face of the industrial revolution 4.0. Many studies report cyberbullying is the impact of the use of emerging technologies. The rise of cyberbullying affects mental, psychological and social disorders. This paper aims to formulate the prevention of cyberbullying using cinema. Based on the results of the study the prevention of cyberbullying using cinema is a preventive effort through the suppression of empathy. The use of cinema focuses on four aspects, namely intellectual, social, behavior, and emotional. Operationally, cyberbullying prevention using cinema follows the steps of cinema therapy, namely the brief, film selection, and home assignments.

show abstract

Researching religious tolerance education using discourse analysis: a case study from Indonesia

Cited by 19 publications

References 24 publications

Students’ representation of “other” religions

Students’ representation of “other” religions

On being a religiously tolerant Muslim: discursive contestations among pre-service teachers in contemporary Indonesia

The Use of Cinema to Prevent Cyberbullying

Contact Info

Product

Resources

About