Crossing the Border: Religious Education of Coexistence with the Case of North Korean Refugees in the U.S
When one decides to cross the border of a nation due to political oppression and poverty, it is a crucial decision for the whole world and time around them. Many people make the treacherous journey across economic systems and political and religious background to pursue human dignity and happiness....
| Главный автор: | |
|---|---|
| Формат: | Электронный ресурс Статья |
| Язык: | Английский |
| Проверить наличие: | HBZ Gateway |
| Journals Online & Print: | Загрузка...
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| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Опубликовано: |
[2020]
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| В: |
Religious education
Год: 2020, Том: 115, Выпуск: 3, Страницы: 269-277 |
| Нормированные ключевые слова (последовательности): | B
USA
/ Nordkoreanischer Flüchtling
/ Межрелигиозный диалог
/ Политическое образование
/ Образование взрослых
|
| Индексация IxTheo: | AD Социология религии AH Педагогика религии KBM Азия KBQ Северная Америка |
| Другие ключевые слова: | B
North Korean
B Ethnography B Advocacy B pedagogy of coexistence B Refugee B Interdependence |
| Online-ссылка: |
Volltext (Resolving-System) |
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| 520 | |a When one decides to cross the border of a nation due to political oppression and poverty, it is a crucial decision for the whole world and time around them. Many people make the treacherous journey across economic systems and political and religious background to pursue human dignity and happiness. Among many refugee groups who cross such borders, my research pays attention to North Korean refugees in the United States and their settlement process. As North Korean refugees enter this land of freedom and prosperity, are they provided adequate aid and education to redirect their mindset from communism to capitalism, from oppression and trauma to living together? What is the role of the faith community and of religious education in it? Based on postcolonial feminist practical theology, this paper explores the journey together and offers a pedagogy of coexistence and mutual transformation. | ||
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