Building bridges rather than walls: research into an experiential model of interfaith education in secondary schools
This paper examines research findings from an experiential model of interfaith education called the Building Bridges through Interfaith Dialogue in Schools Programme (BBP). The BBP has been operating continuously in Melbourne, Australia since 2004. In the research, participating students were interv...
| Publié dans: | British journal of religious education |
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| Auteur principal: | |
| Type de support: | Numérique/imprimé Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Routledge
[2017]
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| Dans: |
British journal of religious education
Année: 2017, Volume: 39, Numéro: 3, Pages: 269-278 |
| Sujets / Chaînes de mots-clés standardisés: | B
Australien
/ Enseignement de la religion
/ Dialogue interreligieux
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| RelBib Classification: | AH Pédagogie religieuse CC Christianisme et religions non-chrétiennes; relations interreligieuses KBS Australie et Océanie RF Pédagogie religieuse |
| Sujets non-standardisés: | B
Experiential
B Dialogue B Social Cohesion B secondary education B interpretive approach B Interfaith B Inter-religious education |
| Accès en ligne: |
Volltext (doi) |
| Résumé: | This paper examines research findings from an experiential model of interfaith education called the Building Bridges through Interfaith Dialogue in Schools Programme (BBP). The BBP has been operating continuously in Melbourne, Australia since 2004. In the research, participating students were interviewed and surveyed to assess the effect of this experiential interfaith education programme on their knowledge, attitudes, perspectives and behaviour toward those from different religious and cultural backgrounds to them. Some of the data from those interviews are included in this article. The findings identify that the programme promoted religious literacy, (including improved knowledge, understanding and appreciation for different religious and cultural traditions and their practices), dismantled prejudice from ignorance and overly generalised stereotypes of others, and promoted social inclusion and cohesion. |
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| ISSN: | 0141-6200 |
| Contient: | Enthalten in: British journal of religious education
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| Persistent identifiers: | DOI: 10.1080/01416200.2015.1128387 |