Diversifying Diversity in Religious Education: A Rejoinder to Cragg-Kim and Hosffman Ospino
In this article, I comment on responses to my Presidential Address offered by HyeRan Kim-Cragg and Hosffman Ospino. While I take on board their call to diversify the references on defending pedagogies of difference and hope, I caution against judging arguments on the grounds of the origins of their...
Publié dans: | Religious education |
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Auteur principal: | |
Type de support: | Électronique Article |
Langue: | Anglais |
Vérifier la disponibilité: | HBZ Gateway |
Journals Online & Print: | |
Fernleihe: | Fernleihe für die Fachinformationsdienste |
Publié: |
Routledge, Taylor & Francis Group
[2020]
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Dans: |
Religious education
Année: 2020, Volume: 115, Numéro: 3, Pages: 221-225 |
Sujets / Chaînes de mots-clés standardisés: | B
Pluralisme religieux
/ Dialogue interreligieux
/ Pédagogie des religions
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RelBib Classification: | AH Pédagogie religieuse AX Dialogue interreligieux |
Sujets non-standardisés: | B
Pedagogy
B Diversity B Difference B Hope |
Accès en ligne: |
Volltext (Resolving-System) |
Résumé: | In this article, I comment on responses to my Presidential Address offered by HyeRan Kim-Cragg and Hosffman Ospino. While I take on board their call to diversify the references on defending pedagogies of difference and hope, I caution against judging arguments on the grounds of the origins of their authors. Neither Enlightenment nor Counter-Enlightenment thought can provide a defensible basis for this dialogical pedagogy, I argue. So, we need a new start grounded in authors who eschew comprehensive universal views that marginalize particular groups such as the historic otherization of Jew and Judaism. |
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ISSN: | 1547-3201 |
Contient: | Enthalten in: Religious education
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Persistent identifiers: | DOI: 10.1080/00344087.2020.1772607 |