E-Book, Englisch, 234 Seiten
E-Book, Englisch, 234 Seiten
ISBN: 978-3-8309-8625-6
Verlag: Waxmann Verlag GmbH
Format: PDF
Kopierschutz: PC/MAC/eReader/Tablet/DL/kein Kopierschutz
Although every practice of religious education is situated and contextually dependent, religious education (RE) research until now has not systematically paid attention to this fundamental insight. This volume is devoted specifically to clarifying the close relationship between RE practice and spatial and situational conditions.
After clarifying the main concepts in Part 1, Part 2 includes chapters related to classroom studies, while Part 3 focuses on studies about teachers of religious education. Part 4 contains studies beyond the classroom, such as school chapels, churches, and 'inner space'.
All contributions to this volume were developed in the context of the European Network for Religious Education through Contextual Approaches (ENRECA) which has focused recently on the central issue of space and place.
Autoren/Hrsg.
Weitere Infos & Material
1;Book Cover;1
1.1;Imprint;4
1.2;Contents;5
2;Introduction (Martin Rothgangel, Kerstin von Brömssen, Hans-Günter Heimbrock and Geir Skeie);7
2.1;1. The issue;7
2.2;2. The origin;8
2.3;3. The articles;9
2.4;4. Acknowledgments;12
3;Socio-spatial theories – a short introduction (Kerstin von Brömssen );15
3.1;A view back;16
3.2;Religious studies and socio-spatial theories;17
3.3;Education and socio-spatial theories;17
3.4;References;18
4;Theoretical and methodological aspects of the concepts of place and space (Ina ter Avest and Cok Bakker);21
4.1;1. Introduction;21
4.2;2. From ‘time’ to ‘place’;21
4.3;3. From ‘non-place’ to ‘place’;23
4.4;4. The architecture of ‘place’;24
4.5;5. ‘Society of mind’;25
4.6;References;26
5;A phenomenological approach (Hans-Günter Heimbrock);29
5.1;1 Location, place and space;29
5.2;2 Religious Education;31
5.3;References;32
6;Location, place and space (Julia Ipgrave);33
6.1;1. Introduction;33
6.2;2. Definitions and relationships;33
6.3;3. Examples of location, place and space;35
6.3.1;3.1 Clonmacnoise, Co. Offally;35
6.3.2;3.2 India and Navratri celebration in a Leicester school hall;35
6.3.3;3.3 A corner of Nye Bevan Estate, Hackney;36
6.4;4. Final word: religion and the school;37
7;Spatial and temporal explanations in researching religious education (Nigel Fancourt);39
7.1;Introduction;39
7.2;Two spatial turns;39
7.3;Problematising the temporal in research on religious education;40
7.4;Accounting for the temporal in the spatial;41
7.5;References;43
8;The RE classroom as a safe public space. Critical perspectives on dialogue, demands for respect, and nuanced religious education (Christina Osbeck, Karin Sporre and Geir Skeie);49
8.1;Abstract;49
8.2;1. Introduction;49
8.3;2. Previous Research;50
8.4;3. Three theoretical perspectives;53
8.4.1;3.1 The Interpretive Approach;53
8.4.2;3.2 The Interactive Universalism of Seyla Benhabib;54
8.4.3;3.3 Discursive power challenging edificative and enlarged dialogues;55
8.5;4. Re/presenting and discussing Islam in an RE class – an ‘unsafe’ empirical example;55
8.5.1;4.1 A short summary of the lesson;56
8.5.2;4.2 Conflicting worldview discourses – an overarching interpretation of the processes affecting the dialogue;57
8.5.3;4.3 To become (an abstract) representative of a religion;57
8.5.4;4.4 Focus on colloquial aspects of practice;59
8.5.5;4.5 Sexual morality and nudity as central Islamic questions;60
8.5.6;4.6 Teacher’s difficulty in changing the hegemonic speech genre;60
8.5.7;4.7 The classroom communication as examples of edificative and enlarged dialogues?;61
8.6;5. Discussion;61
8.7;References;63
9;In different worlds. Religious discourses in students’ space in three upper secondary schools in Sweden (Kerstin von Brömssen and Signild Risenfors);67
9.1;Abstract;67
9.2;1. Introduction;67
9.3;2. Theoretical approach – relational place and space;69
9.3.1;2.1 Interviews as conversations;70
9.3.1.1;2.1.1 Three different schools within the same urban area;71
9.3.2;2.2 The overarching discourse – “Religion is not important”;72
9.3.2.1;2.2.1 School X – a critical educational discourse;73
9.3.2.2;2.2.2 School Y – a discourse of diversity;75
9.3.2.3;2.2.3 School Z – a cultural “Bildung” discourse;77
9.4;Conclusion;80
9.5;References;83
10;Crucifixes in classrooms. The pedagogical assumptions of the European Courts (Nigel Fancourt);87
10.1;Abstract;87
10.2;Introduction: law, religion and education across Europe;87
10.3;Lautsi v Italy: the case;89
10.4;Pedagogy and ‘passive symbols’;92
10.5;Socio-cultural theories of visual culture;94
10.6;A spatial pedagogy of religious symbols;96
10.7;Conclusion;98
10.8;References;99
11;Place attachment and sense of place Transformation of spaces into places children feel attached to (Ina ter Avest and Cok Bakker);101
11.1;Abstract;101
11.2;1. Introduction;101
11.3;2. Location, three primary schools in the Bijlmerdistrict in Amsterdam;102
11.4;3. Theoretical framework;104
11.5;4. Research method, presentation of data and preliminary results of data-analysis;106
11.5.1;4.1 Presentation of data;107
11.5.2;4.2 Preliminary results and reflection;108
11.6;5. Concluding remarks and recommendations;109
11.7;References;110
12;Transforming local places to learning spaces in religious education. Revisiting a collaborative research project (Geir Skeie);115
12.1;Abstract;115
12.2;1. Introduction;115
12.3;2. Setting the scene. Symbolic landscapes;116
12.4;3. Location of the community of practice seminars;117
12.5;4. Moving out of the local and national comfort zone;119
12.6;5. Nature as ‘place’ and a ‘space’;120
12.7;6. The house as a ‘place’ and room as ‘space’;122
12.8;7. Discussion;125
12.9;References;128
13;The relevance of location, space and place for religion teachers. A secondary analysis of an empirical study in Germany (Martin Rothgangel in cooperation with Christhard Lück and Philipp Klutz);131
13.1;Abstract;131
13.2;1. Sample, method, and context of the study;132
13.2.1;1.1 Sample and method;132
13.2.2;1.2 Context of the study;133
13.3;2. Findings from the secondary analysis;134
13.3.1;2.1 The reference field of religion teachers;134
13.3.2;2.2 Religious education as a safe space;136
13.3.3;2.3 Religious education: A place for denominations without separation;137
13.3.4;2.4 The position of religious education in the schools context;139
13.3.5;2.5 Cooperation with local parishes;141
13.3.6;2.6 Cooperation with non-Christian religious communities;143
13.3.7;2.7 Training – local and interregional;146
13.4;3. The relevance of location, space and place for religion teachers;146
13.5;References;148
14;No location. The problem of indirect encounters with religion in secular schools (Kåre Fuglseth);151
14.1;Abstract;151
14.2;1. Indirect teaching and location;151
14.3;2. Empirical basis;152
14.4;3. Indirect encounters generally;154
14.5;4. Indirectisation;157
14.6;5. Spatial aspects of indirect teaching of religion;158
14.7;References;159
15;Adolescent lifestyle groups, their favorite places and challenges for religious education. An empirical study in a rural area of Germany (Carsten Gennerich);163
15.1;Abstract;163
15.2;1. Introduction;163
15.3;2. Theory;163
15.3.1;2.1 The concept of place;164
15.3.2;2.2 Adolescent lifestyle groups;164
15.4;3. Method;166
15.5;4. Results;168
15.6;5. Discussion;178
15.7;References;181
16;The category of space in the historiography of religious education. Transnational perspectives (David Käbisch);185
16.1;Abstract;185
16.2;1. What does ‘transnational perspectives’ mean?;186
16.3;2. What does the category of space mean in the historiography of education?;190
16.4;3. What does the ‘spatial turn’ mean in the historiography of religious education?;192
16.5;4. Conclusion;195
16.6;References;196
17;Imagining the place. The multiple meanings of a school chapel (Julia Ipgrave);199
17.1;Abstract;199
17.2;1. Introduction;199
17.3;2. Storying the chapel;201
17.4;3. Countering the story;203
17.4.1;3.1 Incomprehension of the story;203
17.4.2;3.2 Divergent telling of the story;203
17.4.3;3.3 Alternative story;204
17.4.4;3.4 Resistance to the story;204
17.4.5;3.5 Disengagement from the story;205
17.5;4. Experiencing the space;205
17.6;5. Imagining the place;207
17.7;6. Summary;208
17.8;References;208
18;Church pedagogy. Exploring churches in religious education (Silke Leonhard);209
18.1;1. RE and church pedagogy: “Giving space to lived religion”;209
18.2;2. Take a seat at the Market Church, Hannover;210
18.3;3. On-site visit: A body-spatial exploration;211
18.4;4. Walking on memorial traces: Ruined St. Aegidii Church;212
18.5;5. Following historical footsteps: Wounded place – Space for vulnerability;213
18.6;6. Conclusions und outlook;214
18.7;References;215
19;Mapping inner space (Hans-Günter Heimbrock);217
19.1;Abstract;217
19.2;An unexpected discovery;217
19.3;1. RE: From instruction of facts to stimulation of imagination;218
19.4;2. Maps: How is the World?;220
19.5;3. Mapping: Irritating the geographical view;223
19.6;4. Mapping inner experience;225
19.7;5. On the way towards a new geography in RE;228
19.8;References;230
20;Authors;233
