Religious education and hermeneutics: the case of teaching about Islam
This article attempts to do three things: the first is an exploration of the ways in which Islam is presented in an essentialist way (with a focus on religious education (RE) in England and Wales), leading to stereotypes and unsubstantiated generalisations that are then embedded in resources and agr...
Authors: | ; |
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Format: | Electronic Article |
Language: | English |
Check availability: | HBZ Gateway |
Journals Online & Print: | |
Fernleihe: | Fernleihe für die Fachinformationsdienste |
Published: |
[publisher not identified]
[2018]
|
In: |
British Journal of religious education
Year: 2018, Volume: 40, Issue: 3, Pages: 268-276 |
Standardized Subjects / Keyword chains: | B
Islam
/ Essentialism
/ Religious instruction
/ Hermeneutics
|
IxTheo Classification: | AH Religious education BJ Islam VB Hermeneutics; Philosophy |
Further subjects: | B
Muslims
B Essentialism B Islam B Diversity B Hermeneutics B Stereotypes |
Online Access: |
Presumably Free Access Volltext (Verlag) |
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245 | 1 | 0 | |a Religious education and hermeneutics |b the case of teaching about Islam |c Farid Panjwani (Director of the Centre for Reasearch and Evaluation in Muslim Education (CRÈME) and the Institute of Education, University College London) and Lynn Revell (Reader in Religion and Education, Canterbury Christ Church University, UK) |
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520 | |a This article attempts to do three things: the first is an exploration of the ways in which Islam is presented in an essentialist way (with a focus on religious education (RE) in England and Wales), leading to stereotypes and unsubstantiated generalisations that are then embedded in resources and agreed syllabi, secondly, it provides a critique of essentialism, and finally a case is made for the role of hermeneutics in the teaching and learning of Islam. We argue that a hermeneutical approach is a sound way to both conceptualise the phenomenon of Islam and a pedagogical opening to make sense of it, that may help overcome some of the weaknesses of the current ways of teaching about Islam. | ||
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