The Language of Interfaith Encounter Among Inner City Primary School Children

Ipgrave, Julia

doi:10.1080/15507394.2013.745361

Cited by 14 publications

(8 citation statements)

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“…Teaching and learning methods are recommended. Illustrative didactical examples include interpretive (Jackson, 1997(Jackson, , 2004(Jackson, , 2009(Jackson, , 2011b(Jackson, , 2011cIpgrave, Jackson, & O'Grady, 2009;Miller, O'Grady, & McKenna, 2013) and dialogical approaches (Ipgrave, 2013;Leganger-Krogstad, 2011), which are 'open', 'inclusive' and 'impartial' and which acknowledge the varied backgrounds of participants. The Recommendation acknowledges that such provision needs to be supported by high-quality teacher training (at both initial and in-service levels), good quality resources, and on-going research and evaluation.…”

Section: Towards the 2008 Council Of Europe Recommendationmentioning

confidence: 99%

Inclusive Study of Religions and World Views in Schools: Signposts from the Council of Europe

Jackson

2016

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This article outlines some issues in incorporating the study of religions, together with non-religious world views, into the curricula of publicly funded schools in Western democratic states. Attention is given to examples from work on this topic conducted within Signposts is designed to assist policy makers and practitioners in interpreting and applying ideas from the 2008 Recommendation from the Committee of Ministers (the Foreign Ministers of the 47 member states) dealing with education about religions and non-religious convictions. Various issues raised by the Signposts document are considered. Towards the end of the article, recent UK and Council of Europe policies which emphasise the study of religions and beliefs as a means to counter extremism, and which have appeared since the publication of Signposts, are summarised and discussed critically. Attention is drawn to the dangers of certain policies, and also to the plurality of aims which studies of religions and non-religious world views need to have in providing a balanced educational programme.

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Section: Towards the 2008 Council Of Europe Recommendationmentioning

confidence: 99%

Inclusive Study of Religions and World Views in Schools: Signposts from the Council of Europe

Jackson

2016

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“…Furthermore, Copley and Walshe (2002) showed how pupils' concerns varied with their religious backgrounds; while Christian and non-religious pupils had concerns with miracles and the resurrection, Muslim pupils, …did not question either Jesus' historical existence or the virgin birth, or why Jesus allows bad things to happen today ' (p. 33;Ipgrave 1999Ipgrave , 2013b. Contrastingly, pupils from Eastern traditions were...'most likely to raise the virgin birth as an issue ' (p. 33;McKenna et al 2009).…”

Section: Pupils' Understanding Of Christianitymentioning

confidence: 99%

Teaching about Christianity: a configurative review of research in English schools

Fancourt

2016

Journal of Beliefs & Values

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This paper presents a systematic review of empirical research on teaching about Christianity in state schools in England between 1993 and 2013. First, I explain the background to this religion's current place within English religious education. The value of a configurative review is set out, and inclusion criteria are outlined, leading to the selection of 58 publications. Then the paper's theoretical frame is explained, drawing on activity theory, and the analysis is set out under three broad organising principles: first, teachers' professional and pedagogical intentions; second, how teachers draw on different pedagogical strategies to enact these intentions, for example systematic or thematic approaches; lastly, how these intentions and strategies affect pupil learning, such as pupils' conceptions of difficult topics. The implications for research in religious education are then drawn together, notably the need to consider the pedagogical issues for different religions individually.

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“…Knowledge content needs to relate, at least in part, to context (a point reinforced in research in the UK by Ipgrave [2013] and in Norway by LegangerKrogstad [2011]). The emphasis is on competence, which includes well selected information together with appropriate skills and attitudes which facilitate intercultural and inter-religious dialogue.…”

Section: The Council Of Europe Recommendationmentioning

confidence: 99%

“…The ideal learning context is provided through a safe forum or learning space in which students can engage in dialogue and discussion managed by teachers with appropriate specialist knowledge and facilitation skills. Didactical methods are recommended (illustrative examples include interpretive (Jackson 1997(Jackson , 2004(Jackson , 2011b(Jackson , 2011c(Jackson , 2011dIpgrave, Jackson, and O'Grady 2009;Miller, O'Grady, and McKenna 2013) and dialogical approaches (Ipgrave 2001(Ipgrave , 2003(Ipgrave , 2013Leganger-Krogstad 2011), which are 'open', 'inclusive' and 'impartial' and which acknowledge the varied backgrounds of participants. The Recommendation acknowledges that such provision needs to be supported by high-quality teacher training, rich and varied resources, and ongoing research and evaluation.…”

Section: The Council Of Europe Recommendationmentioning

confidence: 99%

The development and dissemination of Council of Europe policy on education about religions and non-religious convictions

Jackson

2014

Journal of Beliefs & Values

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The Language of Interfaith Encounter Among Inner City Primary School Children

Cited by 14 publications

References 0 publications

Inclusive Study of Religions and World Views in Schools: Signposts from the Council of Europe

Inclusive Study of Religions and World Views in Schools: Signposts from the Council of Europe

Teaching about Christianity: a configurative review of research in English schools

The development and dissemination of Council of Europe policy on education about religions and non-religious convictions

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