Towards a religiously literate curriculum – religion and worldview literacy as an educational model

Shaw, Martha

doi:10.1080/13617672.2019.1664876

Cited by 21 publications

(17 citation statements)

References 20 publications

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“…Martha Shaw (Shaw, 2020) har foreslått en avansert kunnskapsform i faget som hun kaller situert kunnskap, i forbindelse med sin definisjon av religions-og livssynsliteracy. Shaws utgangspunkt er at religions-og livssynsliteracy kan vaere et brukbart svar på hva som skal vaere hensikten med religions-og livssynsfag i skolen.…”

Section: Situer T Kunnskapunclassified

Kunnskapsproblemet og utforsking med ulike metoder: Å lære om vis-a-vis å lære hvordan

Aukland¹

2022

PRI

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Hvilken kunnskap skal utforsking med ulike metoder lede til? Som et bidrag til å svare på dette spørsmålet presenterer artikkelen en kunnskapstabell som tilbyr et fagspesifikt språk for å beskrive ulike kunnskapsformer i religions- og livssynsfaget. Tabellen skiller mellom det å lære om religion/religioner og livssyn, og det å lære om akademiske metoder man kan bruke til å utforske dette fagområdet. Her argumenteres det for at forholdet mellom det å lære om og det å lære hvordan man kan få kunnskap om religion/religioner og livssyn er et sentralt tema for fagdidaktikken i dag. Lære om-kunnskap omfatter beskrivende kunnskap, nært beslektet med faktakunnskaper, og tre representanter for avanserte kunnskapsformer, som artikkelen undersøker: situert kunnskap, mektig kunnskap og terskelbegreper, og disiplinfaglig kunnskap. Ved siden av å fremheve verdien av at faget sikrer at elevene lærer hvordan de kan få kunnskap om religion/religioner og livssyn, drøfter artikkelen hvordan det å utforske med ulike metoder kan forstås i relasjon til beskrivende kunnskap og avanserte kunnskapsformer i faget. Nøkkelord: Kunnskap, lære om, lære hvordan, metoder, utforsking

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Section: Situer T Kunnskapunclassified

Kunnskapsproblemet og utforsking med ulike metoder: Å lære om vis-a-vis å lære hvordan

Aukland¹

2022

PRI

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“…Also Cooling, 2020. The need for RE to reclaim relevancy in response to the combination of secularisation and diversity in societies is picked up by Lipiäinen et al (2020) and Shaw (2020). For CoRE Religion and Worldviews has two interlaced strands; a novel approach to representing religious and non-religious traditions, and activating this approach in curriculum design and teaching.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Orchard (2020) observes how Hand's (2004) 'socialisation justification' for RE has in more recent literature been reframed as 'religious literacy', itself a contested term. Drawing on the work of Gadamer (1975) Shaw argues that religion and worldview literacy contributes to 'intercultural understanding and competency by developing the ability to talk well about and engage well with religion and worldviews in diversity, from a self-aware perspective' (Shaw, 2020, 154. See Ubani et al 2020 for a Finnish perspective on this point).…”

Section: Social and Personal Developmentmentioning

confidence: 99%

A critical reflection on the Commission on Religious Education’s proposed National Entitlement to Religion and Worldviews in England and Wales

Salter

2021

j. relig. educ.

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This paper responds to the Commission on Religious Education’s proposed National Entitlement to Religion and Worldviews in England and Wales. Qualitative data were collected from nine English primary Religious Education (RE) teachers to establish their responses to the proposed National Entitlement from their perspectives as RE practitioners. Findings show that teachers were supportive of the high ambitions the National Entitlement has for RE, that they saw opportunities for pupils’ social and personal development as well as advancement in substantive knowledge, but that they were concerned about content-heavy curricula and structural barriers to implementing the National Entitlement. In response, the paper examines ‘cumulatively sufficient’ curricular design and ‘pedagogical reduction’ as strategies to activate the National Entitlement, and raises questions about ‘instrumental purposes’ in the conceptualisation of Religion and Worldviews. The paper recommends sharper account of the originality of Religions and Worldviews in order to advance the cause of the National Entitlement.

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“…Such models in RE can be termed religious literacy, which is a concept that has been in use since the 1990s. The concept of religious literacy has been employed by, among others, von Brömssen (2013); Conroy (2016), Dinham (2016b), Dinham and Francis (2015), Dinham and Shaw (2017), Franken (2017), Goldburg (2010), Moore (2007Moore ( , 2019, Papen (2005), Prothero (2008), Richardson (2017), Sahin (2017), Shaw (2019) and Wright (1993Wright ( , 2000Wright ( , 2004Wright ( , 2010Wright ( , 2015 and very recently by Muhammed Azeem Ashraf (2019) and Chan et al (2019). These researchers come from various national, as well as different scientific traditions in relation to researching religion, religious literacy and education.…”

Section: Religious Literacymentioning

confidence: 99%

Religious literacy in the curriculum in compulsory education in Austria, Scotland and Sweden - a three-country policy comparison

Brömssen

Ivkovits

Nixon

2020

Journal of Beliefs & Values

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This article presents analyses of curricula in religious education (RE) for public schools in Austria, Scotland, and Sweden. A curricula is the plan that outlines the goals, content and outcomes in education. A critical discourse analysis approach (CDA) is used to explore how each national RE curricula constructs (a) the aims, status and purpose of state-maintained RE (b) the teaching and learning objectives, and contents, and (c) what skills and attitudes the processes of learning aim to develop; together, these can be considered to construct students' religious literacy in the curricula. Theoretical frameworks are from curriculum studies, as well as from literacy studies, with the aim of deepening the knowledge on RE, as well as the discussion on religious literacies from various national curriculum contexts. The analysis shows that although the curricula focus on the same topic, namely RE, they rely on different conceptions of curriculum, as well as on various forms of religious literacy.

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Towards a religiously literate curriculum – religion and worldview literacy as an educational model

Cited by 21 publications

References 20 publications

Kunnskapsproblemet og utforsking med ulike metoder: Å lære om vis-a-vis å lære hvordan

Kunnskapsproblemet og utforsking med ulike metoder: Å lære om vis-a-vis å lære hvordan

A critical reflection on the Commission on Religious Education’s proposed National Entitlement to Religion and Worldviews in England and Wales

Religious literacy in the curriculum in compulsory education in Austria, Scotland and Sweden - a three-country policy comparison

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