Empathetic-Reflective-Dialogical Restorying for decolonisation: an emancipatory teaching-learning strategy for Religion Education
This article argues for the inclusion of Empathetic-Reflective-Dialogical Restorying as a teaching-learning strategy for Religion Education. This strategy, employed in three small-scale research projects in a South African Higher Education Institution, addresses decolonisation of the Religion Educat...
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| Medienart: | Elektronisch Aufsatz |
| Sprache: | Englisch |
| Verfügbarkeit prüfen: | HBZ Gateway |
| Journals Online & Print: | Lade...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Veröffentlicht: |
[publisher not identified]
[2021]
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| In: |
British Journal of religious education
Jahr: 2021, Band: 43, Heft: 1, Seiten: 68-79 |
| normierte Schlagwort(-folgen): | B
Südafrika
/ Religionspädagogik
/ Entkolonialisierung
/ Narrativ (Sozialwissenschaften)
/ Methode
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| RelBib Classification: | AD Religionssoziologie; Religionspolitik AH Religionspädagogik KBN Subsahara-Afrika ZC Politik ZF Pädagogik |
| weitere Schlagwörter: | B
Higher Education
B Decolonisation B Empathetic-Reflective-Dialogical Restorying B teaching-learning strategy |
| Online Zugang: |
Volltext (Resolving-System) |
| Zusammenfassung: | This article argues for the inclusion of Empathetic-Reflective-Dialogical Restorying as a teaching-learning strategy for Religion Education. This strategy, employed in three small-scale research projects in a South African Higher Education Institution, addresses decolonisation of the Religion Education curriculum in the following ways: changing how teaching-learning takes place; transdisciplinary engagement; empowering students as agents of their own learning; depatriarchisation; and dispelling the myth of African inferiority. Both self-dialogue and self-narrative were used to create open space stories when approaching content that is relevant to the lived experience of gender (in)equality and patriarchy. Engaging in a safe space in Communities in Conversation, Communities in Dialogue, and Communities for Transformation, students troubled entrenched beliefs and worldviews and co-constructed (restoried) understandings. They expressed the view that this emancipatory teaching-learning strategy has the potential to facilitate classroom praxis that is both reflective and reflexive. This can be transformative for the greater society. |
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| ISSN: | 1740-7931 |
| Enthält: | Enthalten in: British Journal of religious education
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| Persistent identifiers: | DOI: 10.1080/01416200.2020.1831439 |