Challenges and Opportunities in Religious Education: Re-Considering Practitioners’ Approaches in Scottish Secondary Schools
In Scotland, and particularly with regards to non-denominational RE, known as Religious and Moral Education (RME), a current focus of debates is on how and why practitioners are implementing or deviating from legal and curricular expectations. Using the findings of a small-scale qualitative practiti...
| Auteur principal: | |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Routledge, Taylor & Francis Group
[2020]
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| Dans: |
Religious education
Année: 2020, Volume: 115, Numéro: 2, Pages: 184-200 |
| Sujets / Chaînes de mots-clés standardisés: | B
Schottland
/ École secondaire
/ Enseignement de la religion
/ Enseignement de l’éthique
/ Pratique religieuse
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| Classifications IxTheo: | AD Sociologie des religions AH Pédagogie religieuse AX Dialogue interreligieux KBF Îles britanniques |
| Accès en ligne: |
Volltext (Resolving-System) |
| Résumé: | In Scotland, and particularly with regards to non-denominational RE, known as Religious and Moral Education (RME), a current focus of debates is on how and why practitioners are implementing or deviating from legal and curricular expectations. Using the findings of a small-scale qualitative practitioner enquiry centered on one local education authority in Scotland, this article advances recent discussions and engages with comparative international scholarship by identifying the challenges and opportunities in relation to the provision of RME and arguing that practitioners are motivated by the demands of learners and the priorities of school leaders, rather than official expectations. |
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| ISSN: | 1547-3201 |
| Contient: | Enthalten in: Religious education
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| Persistent identifiers: | DOI: 10.1080/00344087.2019.1677996 |