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Schooling Indifference

- Reimagining RE in multi-cultural and gendered spaces

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This book is concerned with re-imagining Religious Education (RE) as this is practiced in schools, colleges and universities throughout the UK and in a wide variety of international educational contexts. On the basis of a critical analysis of current theory and practice in RE the authors argue that this educational framing is no longer plausible in the light of new theoretical developments within the academy. A new educational approach to RE is outlined that challenges students to think and practice differently. This includes a ''becoming ethnographer'' approach that can acknowledge socio-material relations and engage the broader literacies necessary for such study. Part One examines how RE has been constructed as a discipline in historical and spatial terms that abstract its study from material concerns. Part Two offers some new starting points: Spinoza, Foucault and feminist theory that differently foreground context and relationality, and ''Islam'' read as a discursive, located tradition rather than as ''world view''. Finally, Part Three proposes a new trajectory for research and practice in RE, with the aim of re-engaging schools, colleges and universities in a dialogue that promotes thinking and practice that - as educational - is continually in touch with the need to be critical, open-ended and ethically justifiable.

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  • Sprog:
  • Engelsk
  • ISBN:
  • 9781138184695
  • Indbinding:
  • Hardback
  • Sideantal:
  • 190
  • Udgivet:
  • 16. juni 2017
  • Størrelse:
  • 158x238x15 mm.
  • Vægt:
  • 408 g.
  • 8-11 hverdage.
  • 21. november 2024
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This book is concerned with re-imagining Religious Education (RE) as this is practiced in schools, colleges and universities throughout the UK and in a wide variety of international educational contexts.

On the basis of a critical analysis of current theory and practice in RE the authors argue that this educational framing is no longer plausible in the light of new theoretical developments within the academy. A new educational approach to RE is outlined that challenges students to think and practice differently. This includes a ''becoming ethnographer'' approach that can acknowledge socio-material relations and engage the broader literacies necessary for such study.

Part One examines how RE has been constructed as a discipline in historical and spatial terms that abstract its study from material concerns. Part Two offers some new starting points: Spinoza, Foucault and feminist theory that differently foreground context and relationality, and ''Islam'' read as a discursive, located tradition rather than as ''world view''. Finally, Part Three proposes a new trajectory for research and practice in RE, with the aim of re-engaging schools, colleges and universities in a dialogue that promotes thinking and practice that - as educational - is continually in touch with the need to be critical, open-ended and ethically justifiable.

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