Teaching inclusive religious education impartially: an English perspective
The article draws on experience of teaching, teacher education and qualitative research related to an impartial approach to inclusive religious education (including pupils from families who identify with or do not identify with religion or belief groups), in publicly funded schools in England. Such...
| Authors: | ; |
|---|---|
| Format: | Electronic/Print Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Routledge
[2017]
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| In: |
British journal of religious education
Year: 2017, Volume: 39, Issue: 1, Pages: 7-24 |
| Standardized Subjects / Keyword chains: | B
England
/ Public school
/ Religious education
/ Inclusive education
/ History 1970-2017
|
| RelBib Classification: | AH Religious education KBF British Isles TK Recent history |
| Further subjects: | B
Inclusive Religious Education
B teachers of Religious Education B Impartiality B hermeneutical approach B Teacher Education |
| Online Access: |
Presumably Free Access Volltext (doi) |
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| 245 | 1 | 0 | |a Teaching inclusive religious education impartially |b an English perspective |c Robert Jackson (Centre for Education Studies, University of Warwick, Warwick, UK) and Judith Everington (Department of Humanities and Social Sciences Education, Stockholm University, Stockholm, Sweden) |
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| 520 | |a The article draws on experience of teaching, teacher education and qualitative research related to an impartial approach to inclusive religious education (including pupils from families who identify with or do not identify with religion or belief groups), in publicly funded schools in England. Such religious education is considered to be intrinsically worthwhile and instrumentally important in contributing to pupils’ personal and social development. The approach considered is hermeneutical, bringing reliable information into relationship with knowledge and experience of pupils and teacher through active learning, including dialogue. Qualitative research on student and early career teachers suggests that appropriate skills and attitudes supporting an impartial approach can be developed, facilitating a relationship of trust between teacher and students. A condition is the development of teachers’ knowledge and understanding of the stances of pupils in their classes. However, some student teachers or teachers with very firmly held views find it very difficult to adopt an impartial approach. On the basis of examples from qualitative research, it is argued that good quality teacher education can assist in developing appropriate skills and attitudes for those wishing to take an impartial approach. Further research, ideally involving partnership between researchers and practitioners, is recommended. | ||
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