Religious education and hermeneutics: the case of teaching about Islam
This article attempts to do three things: the first is an exploration of the ways in which Islam is presented in an essentialist way (with a focus on religious education (RE) in England and Wales), leading to stereotypes and unsubstantiated generalisations that are then embedded in resources and agr...
Authors: | ; |
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Format: | Electronic Article |
Language: | English |
Check availability: | HBZ Gateway |
Journals Online & Print: | |
Fernleihe: | Fernleihe für die Fachinformationsdienste |
Published: |
[publisher not identified]
[2018]
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In: |
British Journal of religious education
Year: 2018, Volume: 40, Issue: 3, Pages: 268-276 |
Standardized Subjects / Keyword chains: | B
Islam
/ Essentialism
/ Religious instruction
/ Hermeneutics
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RelBib Classification: | AH Religious education BJ Islam VB Hermeneutics; Philosophy |
Further subjects: | B
Muslims
B Essentialism B Islam B Diversity B Hermeneutics B Stereotypes |
Online Access: |
Presumably Free Access Volltext (Verlag) |
Summary: | This article attempts to do three things: the first is an exploration of the ways in which Islam is presented in an essentialist way (with a focus on religious education (RE) in England and Wales), leading to stereotypes and unsubstantiated generalisations that are then embedded in resources and agreed syllabi, secondly, it provides a critique of essentialism, and finally a case is made for the role of hermeneutics in the teaching and learning of Islam. We argue that a hermeneutical approach is a sound way to both conceptualise the phenomenon of Islam and a pedagogical opening to make sense of it, that may help overcome some of the weaknesses of the current ways of teaching about Islam. |
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ISSN: | 1740-7931 |
Contains: | Enthalten in: British Journal of religious education
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Persistent identifiers: | DOI: 10.1080/01416200.2018.1493269 |