The centre cannot hold: decolonising the RE curriculum in the Republic of Ireland
In Ireland primary RE is a fractured, contested, complex and changing territory devoid of a common language and characterised by a proliferation of syllabi and curricula generated for increasingly diverse school types. For centuries the dynamic decolonising process has led to a questioning of former...
| Veröffentlicht in: | British Journal of religious education |
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| VerfasserInnen: | ; |
| 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
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| normierte Schlagwort(-folgen): | B
Irland
/ Grundschule
/ Religionsunterricht
/ Curriculum
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| RelBib Classification: | AH Religionspädagogik KBF Britische Inseln |
| weitere Schlagwörter: | B
decolonial process
B primary RE B Ireland B 5 waves of decolonisation B Curriculum B Catholicism B de-linking |
| Online Zugang: |
Volltext (Resolving-System) |
| Zusammenfassung: | In Ireland primary RE is a fractured, contested, complex and changing territory devoid of a common language and characterised by a proliferation of syllabi and curricula generated for increasingly diverse school types. For centuries the dynamic decolonising process has led to a questioning of former orthodoxies and an attempted de-linking of the place and potency of the RE curriculum as well as a fundamental change in perception of the nature, identity and purpose of RE. Placing particular emphasis on the work of a variety of decolonial and postcolonial critical theorists, the authors engage in a theoretical interpretation of 5 keys waves of curricular decolonisation in Ireland. from the 16th to 21st centuries and argue that a historical contextualisation is vital in attempting to understand its nature. Currently RE’s perceived hegemonic status is challenged and its very existence within the curriculum is in jeopardy, as it faces a form of ‘cultural oblivion’. The repackaging of religion under the more acceptable form of human rights and world religions with a confusion and conflation of values, ethics and RE and a hybridity of curricular styles and content is symptomatic of the latest wave of this decolonising process. |
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| ISSN: | 1740-7931 |
| Enthält: | Enthalten in: British Journal of religious education
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| Persistent identifiers: | DOI: 10.1080/01416200.2020.1810634 |