Learning Orientations in Interfaith Initiatives: A Case Study of the Interfaith Leadership Program Emoena

This study examines participants’ self-reported learning orientations over the course of the interfaith leadership program Emoena. Participants started the program with a range of different expectations and motivations, and this influenced the insights they gained and the challenges they faced throu...

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Autori: Visser, Hannah J. (Autore) ; Moyaert, Marianne 1979- (Autore) ; Bertram-Troost, Gerdien D. (Autore) ; Liefbroer, Anke I. 1990- (Autore)
Tipo di documento: Elettronico Articolo
Lingua:Inglese
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Pubblicazione: Routledge, Taylor & Francis Group 2023
In: Religious education
Anno: 2023, Volume: 118, Fascicolo: 4, Pagine: 369-384
Altre parole chiave:B Leadership
B Interfaith learning
B learning orientation
B reflection reports
Accesso online: Volltext (kostenfrei)
Descrizione
Riepilogo:This study examines participants’ self-reported learning orientations over the course of the interfaith leadership program Emoena. Participants started the program with a range of different expectations and motivations, and this influenced the insights they gained and the challenges they faced throughout the program. Based on an inductive analysis of participants’ reflection reports, four interfaith learning orientations were distinguished: 1) literacy-oriented learning, 2) connection-oriented learning, 3) competency-oriented learning, and 4) reflection-oriented learning. Knowing more about these learning orientations will benefit curriculum designers in choosing relevant learning activities, and will direct future empirical work on the complex dynamics of interfaith learning.
ISSN:1547-3201
Comprende:Enthalten in: Religious education
Persistent identifiers:DOI: 10.1080/00344087.2023.2261754