Enlightened Heterogeneity: Religious Education Facing the Challenges of Educational Inequity
Does religious education contribute to injustice? At the least, religious education operates in a socio-political context shaped by inequality. Educational inequity is a phenomenon that affects society and schools. It is thus a matter for religious pedagogy, which is concerned with the equal dignity...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
MDPI
2021
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| In: |
Religions
Year: 2021, Volume: 12, Issue: 10 |
| Further subjects: | B
educational inequity
B Religious Education B Pandemic B (enlightened) heterogeneity |
| Online Access: |
Volltext (kostenfrei) Volltext (kostenfrei) |
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| 520 | |a Does religious education contribute to injustice? At the least, religious education operates in a socio-political context shaped by inequality. Educational inequity is a phenomenon that affects society and schools. It is thus a matter for religious pedagogy, which is concerned with the equal dignity of all in their freedom, in the light of the theology of the image of God. Religious education has to take place normatively in the light of freedom towards freedom. This paper aims to show that in religious education, demands for educational equity have dramatically increased in the face of growing heterogeneity. The struggle for identity and justice in the intersectionality of various aspects points to the complexity of the challenges. However, it is evident that religious education cannot override social conditions. Moreover, from a praxeological perspective, religious education contributes to educational inequity and hegemonic orders of difference through mechanisms such as essentialization and othering, and thus runs the risk of becoming aporetic. The concept of Enlightened Heterogeneity developed here counteracts this, correlating identity and justice intersectionally while self-reflexively reflecting on one’s own practices. | ||
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