What kind of tensions are involved in the pedagogical use of religious narratives? Perspectives from Finnish Evangelic Lutheran and Islamic religious education
In this article, we examine how narratives of religious traditions are used as resources in religious education (RE) and compare practices from Evangelic Lutheran religious education (LRE) and Islamic religious education (IRE) in Finnish public schools. The sacredness of narratives from holy books e...
| Published in: | Journal of beliefs and values |
|---|---|
| Authors: | ; |
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Routledge
[2018]
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| In: |
Journal of beliefs and values
Year: 2018, Volume: 39, Issue: 2, Pages: 157-168 |
| Standardized Subjects / Keyword chains: | B
Finland
/ Islam
/ Lutheran Church
/ Religious instruction
/ Narrativity
|
| RelBib Classification: | AH Religious education BJ Islam KBE Northern Europe; Scandinavia KDD Protestant Church RF Christian education; catechetics |
| Further subjects: | B
Narrative
B Evangelic Lutheran religious education (LRE) B Islamic religious education (IRE) B religious education (RE) |
| Online Access: |
Presumably Free Access Volltext (Verlag) |
| Summary: | In this article, we examine how narratives of religious traditions are used as resources in religious education (RE) and compare practices from Evangelic Lutheran religious education (LRE) and Islamic religious education (IRE) in Finnish public schools. The sacredness of narratives from holy books entails that there can be contestations over their pedagogical use, and teachers need to negotiate the possible tensions between the pedagogical aims of liberal RE and the integrity of the holy narratives. The research data consists of interviews with teachers of LRE (n = 4) and IRE (n = 5) as well as classroom observations. The results of qualitative content analysis show that teachers use narratives as pedagogical resources when teaching about and from religion. However, tensions occurred between the ideals of student-centred, experiential and creative learning, on one hand, and respecting the sacredness of the narratives, on the other. We also present teachers' ways of negotiating the tensions as well as some differences between LRE and IRE in the pedagogical use of narratives. |
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| ISSN: | 1469-9362 |
| Contains: | Enthalten in: Journal of beliefs and values
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| Persistent identifiers: | DOI: 10.1080/13617672.2018.1450804 |