Roots and routes: towards a pedagogy of worldliness
This article proposes the notion of ‘worldliness’ as a necessary companion to the Religion and Worldviews curriculum. We posit that an understanding of ‘worldliness’, grounded in empirical research, in which the individual negotiates commitments to one’s home (filial) and host (affilial) communities...
Authors: | ; |
---|---|
Format: | Electronic Article |
Language: | English |
Check availability: | HBZ Gateway |
Journals Online & Print: | |
Fernleihe: | Fernleihe für die Fachinformationsdienste |
Published: |
Routledge
2024
|
In: |
Journal of beliefs and values
Year: 2024, Volume: 45, Issue: 2, Pages: 153–165 |
Further subjects: | B
Pedagogy
B worldliness B Diaspora B inter-generational |
Online Access: |
Volltext (lizenzpflichtig) |
MARC
LEADER | 00000caa a22000002 4500 | ||
---|---|---|---|
001 | 1890028126 | ||
003 | DE-627 | ||
005 | 20240529035607.0 | ||
007 | cr uuu---uuuuu | ||
008 | 240528s2024 xx |||||o 00| ||eng c | ||
024 | 7 | |a 10.1080/13617672.2024.2332824 |2 doi | |
035 | |a (DE-627)1890028126 | ||
035 | |a (DE-599)KXP1890028126 | ||
040 | |a DE-627 |b ger |c DE-627 |e rda | ||
041 | |a eng | ||
084 | |a 0 |2 ssgn | ||
100 | 1 | |a Datoo, Al Karim |e VerfasserIn |4 aut | |
245 | 1 | 0 | |a Roots and routes: towards a pedagogy of worldliness |
264 | 1 | |c 2024 | |
336 | |a Text |b txt |2 rdacontent | ||
337 | |a Computermedien |b c |2 rdamedia | ||
338 | |a Online-Ressource |b cr |2 rdacarrier | ||
520 | |a This article proposes the notion of ‘worldliness’ as a necessary companion to the Religion and Worldviews curriculum. We posit that an understanding of ‘worldliness’, grounded in empirical research, in which the individual negotiates commitments to one’s home (filial) and host (affilial) communities, is pedagogically relevant and heuristically beneficial to the lens of the worldview paradigm proposed for Religious Education (RE). We draw on the analysis and synthesis of an earlier ethnographic study, in which ‘worldliness’ was found to be a socio- and religio-cultural practice whereby diasporic youth navigate complex identities and affiliations. We argue that 1) a pedagogical approach to a worldviews curriculum calls for an understanding of ‘worldliness’ as a framework for making sense of agency in the construction of one’s own worldview; 2) ‘worldliness’ is a site for RE pedagogical exploration to counter the power imbalance of the dominant affiliative over the filial, and 3) this needs to be made explicit in RE pedagogy. | ||
650 | 4 | |a Pedagogy | |
650 | 4 | |a worldliness | |
650 | 4 | |a inter-generational | |
650 | 4 | |a Diaspora | |
700 | 1 | |e VerfasserIn |0 (DE-588)1211134180 |0 (DE-627)1698995059 |4 aut |a Stones, Alexis | |
773 | 0 | 8 | |i Enthalten in |t Journal of beliefs and values |d Abingdon : Routledge, 1980 |g 45(2024), 2, Seite 153–165 |h Online-Ressource |w (DE-627)320634914 |w (DE-600)2024386-8 |w (DE-576)094752656 |x 1469-9362 |7 nnns |
773 | 1 | 8 | |g volume:45 |g year:2024 |g number:2 |g pages:153–165 |
856 | 4 | 0 | |u https://doi.org/10.1080/13617672.2024.2332824 |x Resolving-System |z lizenzpflichtig |3 Volltext |
912 | |a NOMM | ||
935 | |a mteo | ||
951 | |a AR | ||
ELC | |a 1 | ||
ITA | |a 1 |t 1 | ||
LOK | |0 000 xxxxxcx a22 zn 4500 | ||
LOK | |0 001 453027232X | ||
LOK | |0 003 DE-627 | ||
LOK | |0 004 1890028126 | ||
LOK | |0 005 20240528055506 | ||
LOK | |0 008 240528||||||||||||||||ger||||||| | ||
LOK | |0 035 |a (DE-Tue135)IxTheo#2024-05-27#849BB792E878D2F348B9DBEF278E22C372983BD6 | ||
LOK | |0 040 |a DE-Tue135 |c DE-627 |d DE-Tue135 | ||
LOK | |0 092 |o n | ||
LOK | |0 852 |a DE-Tue135 | ||
LOK | |0 852 1 |9 00 | ||
LOK | |0 935 |a ixzs |a zota | ||
ORI | |a TA-MARC-ixtheoa001.raw | ||
REL | |a 1 | ||
STA | 0 | 0 | |a Diaspora,Diaspora (social sciences),Diaspora |
STB | 0 | 0 | |a Diaspora,Diaspora (sciences sociales),Diaspora |
STC | 0 | 0 | |a Diáspora,Diáspora |
STD | 0 | 0 | |a Diaspora,Diaspora |
STE | 0 | 0 | |a 流散,流散,大移居,大流散,大移居,大流散 |
STF | 0 | 0 | |a 流散,流散,大移居,大流散,大移居,大流散 |
STG | 0 | 0 | |a Diáspora,Diáspora |
STH | 0 | 0 | |a Диаспора (мотив),Диаспора |
STI | 0 | 0 | |a Διασπορά (μοτίβο),Διασπορά |
SUB | |a REL | ||
SYE | 0 | 0 | |a Konfessionelle Minderheit |