The ‘world religions paradigm’ as the organising principle of didactic action—a case study
This article shows how discussion of the ‘world religions paradigm’ in integrated natural and social science teaching affects how religious plurality is handled. A concrete case study is used to illustrate how a teacher designs lessons on world religions.Based on this single case study, the article...
| Authors: | ; |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
[publisher not identified]
2023
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| In: |
British Journal of religious education
Year: 2023, Volume: 45, Issue: 2, Pages: 148-161 |
| Further subjects: | B
World Religions Paradigm
B Religious Studies B teachers’ action B Primary School |
| Online Access: |
Presumably Free Access Volltext (lizenzpflichtig) |
| Rights Information: | InC 1.0 |
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| 520 | |a This article shows how discussion of the ‘world religions paradigm’ in integrated natural and social science teaching affects how religious plurality is handled. A concrete case study is used to illustrate how a teacher designs lessons on world religions.Based on this single case study, the article argues that the use of specific teaching materials, which are shaped according to the world religions paradigm and contain a highly essentialised and ahistorical depiction of religions, contrasts with the more nuanced additions made by the teacher in the oral monologue parts of the lesson. It is shown that the world religions paradigm is subtly and implicitly questioned as well as reproduced by the teacher. The analysis is based on de Certeau’s theory of strategies and tactics, which allows for a discussion of teachers’ scope of action. | ||
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