Religious doctrines and critical religious education: teachers' epistemic switching in a confessional setting
The purpose of the present article is twofold: first, to examine whether epistemic switching is documented in the context of religious education; and second, if it is, to show the challenges as well as the strategies that teachers utilise when they engage in epistemic switching. The context of our s...
| Authors: | ; ; ; |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
[publisher not identified]
[2019]
|
| In: |
British Journal of religious education
Year: 2019, Volume: 41, Issue: 3, Pages: 286-298 |
| Standardized Subjects / Keyword chains: | B
Cyprus
/ Griechisch-Orthodoxe Kirche
/ Orthodox religious education
/ Cultural contact
/ Interfaith dialogue
|
| IxTheo Classification: | CC Christianity and Non-Christian religion; Inter-religious relations KBK Europe (East) RF Christian education; catechetics |
| Further subjects: | B
epistemic switching
B Pedagogy B Teachers B critical religious education |
| Online Access: |
Volltext (Resolving-System) Volltext (doi) |
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| 520 | |a The purpose of the present article is twofold: first, to examine whether epistemic switching is documented in the context of religious education; and second, if it is, to show the challenges as well as the strategies that teachers utilise when they engage in epistemic switching. The context of our study is religious education in the Greek-Cypriot educational system - an example of a confessional setting in which Greek Orthodox Christianity is the only religion being taught in schools. This article describes a qualitative case study research - which is part of a larger, 1-year project - that explores the understandings of religion and interculturalism as well as the pedagogical perspectives on religious education of six Greek-Cypriot primary school teachers. The findings show how the possibilities and obstacles of teachers' epistemic switching could inform larger debates concerning the entanglements between critical religious education pedagogies and religious doctrines, especially within confessional educational contexts. | ||
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