The category of space in the historiography of religious education: transnational perspectives
This chapter introduces the historical concept of ‘Educational Spaces’ as a means of analyzing the transnational dimension of religious education. Educational spaces are “not priori fixed units, for example marked by political or geographical borders, but they emerge and consolidate themselves by re...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Waxmann
2017
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| In: |
Location, space and place in religious education
Year: 2017, Pages: 185-198 |
| Online Access: |
Volltext (kostenfrei) Volltext (kostenfrei) |
| Parallel Edition: | Non-electronic
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| 245 | 1 | 4 | |a The category of space in the historiography of religious education |b transnational perspectives |c David Käbisch |
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| 520 | |a This chapter introduces the historical concept of ‘Educational Spaces’ as a means of analyzing the transnational dimension of religious education. Educational spaces are “not priori fixed units, for example marked by political or geographical borders, but they emerge and consolidate themselves by relations, interactions and perceptions. These include a wide range of communication, transfer and construction processes” (Kesper-Biermann 2016). Borrowing this approach used by Kesper-Biermann and other historians, the following chapter will engage three important questions: What does “transnational perspectives” mean? What does the category of space mean in the historiography of education? And what does the “spatial turn” mean in the historiography of religious education? The answers to these questions will show the contribution of religion and religious education to modern societies. | ||
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