When ‘Muslim‐ness’ is pedagogised. ‘Religion’ and ‘culture’ as knowledge and social classification in the classroom

Buchardt, Mette

doi:10.1080/01416200.2010.498614

Cited by 13 publications

(8 citation statements)

References 5 publications

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“…Considering the nature of the data source and the research questions, I chose discourse analysis as a suitable research approach. Skeie (2013, p.260f) has noted that this method has particular value in researching approaches to the teaching of religious education and a number of studies have done so with interesting results (Osbeck & Lied 2012;Buchardt 2010).…”

Section: Research Design and Methodologymentioning

confidence: 99%

Meaning-making in religious education: a critical discourse analysis of RE departments’ web pages

Nelson

2017

British Journal of Religious Education

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This paper explores what some have described as a 'crisis in meaning' in religious education (RE). One region, Northern Ireland, is chosen as a focus for exploring the question of meaning-making as it provides an example of 'agreed ambiguity'-where a common syllabus for RE is believed to be ascribed different meanings by different schools. The webpages of RE departments were used as a data source, and a critical discourse analysis (CDA) method was employed to investigate how a sample of departments construct meaning in RE. The findings identify three dominant discourses in relation to RE in the sample: Christian Community, Cultural Hegemony and Personal Quest. It is noted that when giving meaning to RE, schools show commonality and difference across three key areas: 'stake and interest'; 'pupil agency'; and 'dealing with difference'. In conclusion, it is noted that, where freedom is given to schools to construct meaning in RE, it is possible to sustain a common curriculum across schools with very different views of the subject, however, this flexibility has implications for issues of power, identity, autonomy and difference which may require mitigation. It is suggested critical education may be a valuable partner in this work.

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Section: Research Design and Methodologymentioning

confidence: 99%

Meaning-making in religious education: a critical discourse analysis of RE departments’ web pages

Nelson

2017

British Journal of Religious Education

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“…ter Avest et al 2009;Buchardt 2010). However, few studies investigate learning explicitly by using theories of learning.…”

Section: Mf Norwegian School Of Theology Oslo Norwaymentioning

confidence: 97%

Modes of learning in religious education

Afdal

2014

British Journal of Religious Education

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This article is a contribution to the discussion of learning processes in religious education (RE) classrooms. Sociocultural theories of learning, understood here as tool-mediated processes, are used in an analysis of three RE classroom conversations. The analysis focuses on the language tools that are used in conversations; how the tools mediate; the dynamics they create between pupils and teachers; and how new language tools are created and enrolled. The following three modes of learning are found: distancing, dynamic and expansive. These modes are collectively enacted by teachers and students in the context of the classroom. The article therefore argues that RE classrooms can best be understood as social practices, rather than sums of individual cognition. Empirically, religion is in the making in RE -in the shape of bits, pieces and processes. In the material, however, RE is an educational practice, not a religious practice.

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“…Studies of textbooks and teaching in the subject Knowledge of Christianity syllabus in Danish schools show that whereas Christianity is described as heterogeneous, changing over time, personal, and a religion of love and faith, Islam is generally depicted as homogenous, ahistorical, and impersonal, governed by rules and related to conflicts and radicalism, as well as foreign to Denmark (Sedgwick 2014;Kudal 2015;Kjeldsen 2016;Gilliam 2017;Buchardt & Enemark 2021). Studies also demonstrate that pupils of Muslim background are expected to be religious and are thus often called upon to explain or represent Islam in lessons on Islam (Buchardt 2010;Pedersen 2014). As Mette Buchardt describes, by "pedagogising" Muslimness, the lessons also tend to produce a legitimate flexible and a non-legit imate inflexible Muslim subject (Buchardt 2010(Buchardt , 2014.…”

Section: Religious Education In State Schoolsmentioning

confidence: 99%