Building bridges rather than walls: research into an experiential model of interfaith education in secondary schools
This paper examines research findings from an experiential model of interfaith education called the Building Bridges through Interfaith Dialogue in Schools Programme (BBP). The BBP has been operating continuously in Melbourne, Australia since 2004. In the research, participating students were interv...
| Main Author: | |
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| Format: | Electronic/Print Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Published: |
[2017]
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| In: |
British journal of religious education
Year: 2017, Volume: 39, Issue: 3, Pages: 269-278 |
| Standardized Subjects / Keyword chains: | B
Australia
/ Religious instruction
/ Interfaith dialogue
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| IxTheo Classification: | AH Religious education CC Christianity and Non-Christian religion; Inter-religious relations KBS Australia; Oceania RF Christian education; catechetics |
| Further subjects: | B
Experiential
B Dialogue B Social Cohesion B secondary education B interpretive approach B Interfaith B Inter-religious education |
| Online Access: |
Volltext (doi) |
| Summary: | This paper examines research findings from an experiential model of interfaith education called the Building Bridges through Interfaith Dialogue in Schools Programme (BBP). The BBP has been operating continuously in Melbourne, Australia since 2004. In the research, participating students were interviewed and surveyed to assess the effect of this experiential interfaith education programme on their knowledge, attitudes, perspectives and behaviour toward those from different religious and cultural backgrounds to them. Some of the data from those interviews are included in this article. The findings identify that the programme promoted religious literacy, (including improved knowledge, understanding and appreciation for different religious and cultural traditions and their practices), dismantled prejudice from ignorance and overly generalised stereotypes of others, and promoted social inclusion and cohesion. |
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| ISSN: | 0141-6200 |
| Contains: | Enthalten in: British journal of religious education
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| Persistent identifiers: | DOI: 10.1080/01416200.2015.1128387 |