Teachers’ conceptualisations of religion as a concept and as a subject for teaching: a problematisation
This article shows how secondary-school teachers conceptualise Buddhism and religion as a concept and as a subject for teaching. The interview data used is derived from my doctoral thesis, which analysed the discourse about Buddhism and religion within the mandatory secondary-school subject Religion...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Published: |
2026
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| In: |
British Journal of religious education
Year: 2026, Volume: 48, Issue: 1, Pages: 18-34 |
| Further subjects: | B
teachers’ conceptualisations of religion and buddhism
B stereotypes and othering B secondary school B study of religion |
| Online Access: |
Volltext (kostenfrei) |
| Summary: | This article shows how secondary-school teachers conceptualise Buddhism and religion as a concept and as a subject for teaching. The interview data used is derived from my doctoral thesis, which analysed the discourse about Buddhism and religion within the mandatory secondary-school subject Religion, Culture, Ethics in the canton of Zurich, Switzerland. This article argues that from a Study of Religion point of view, worrying tendencies are present in teachers’ conceptualisations, such as stereotyping, exoticising, homogenisation, othering, or normativity. In some cases, even discriminatory or racist statements are made. Ultimately, these conceptualisations lead to a misrepresentation of Buddhism and religion in this educational discourse. |
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| ISSN: | 1740-7931 |
| Contains: | Enthalten in: British Journal of religious education
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| Persistent identifiers: | DOI: 10.1080/01416200.2025.2466159 |
