Details
| Originalsprache | Englisch |
|---|---|
| Titel des Sammelwerks | Hijacked |
| Untertitel | A Critical Treatment of the Public Rhetoric of Good and Bad Religion |
| Herausgeber/-innen | Steffen Führding, Leslie Dorrough Smith |
| Erscheinungsort | Sheffield UK and Bristol CT |
| Herausgeber (Verlag) | Equinox Publishing Ltd |
| Seiten | 205-211 |
| Seitenumfang | 7 |
| ISBN (Print) | 9781781797273 |
| Publikationsstatus | Veröffentlicht - 15 Aug. 2020 |
Publikationsreihe
| Name | NAASR working papers |
|---|---|
| Herausgeber (Verlag) | Equinox |
Abstract
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Hijacked: A Critical Treatment of the Public Rhetoric of Good and Bad Religion. Hrsg. / Steffen Führding; Leslie Dorrough Smith. Sheffield UK and Bristol CT: Equinox Publishing Ltd, 2020. S. 205-211 (NAASR working papers).
Publikation: Beitrag in Buch/Bericht/Sammelwerk/Konferenzband › Beitrag in Buch/Sammelwerk › Forschung › Peer-Review
}
TY - CHAP
T1 - Good and Bad, Legitimate and Illegitimate Religion in Education
AU - Alberts, Wanda
PY - 2020/8/15
Y1 - 2020/8/15
N2 - This essay focuses on religion in the school classroom to reflect on “legitimate” and “illegitimate” religion as these concepts are discussed at different levels of educational systems in Europe. In most German federal states, religion is taught in what the author calls “separative contexts,” dividing pupils according to their religious affiliation. Such confessional models are not based on teaching knowledge about these religions but are designed to instruct the pupils on how to live a good life as a Christian, or Muslim, etc. Traditional ideas about the ‘world religions’ are therefore reproduced, leaving no space to consider why and how this particular set of religions has been normalized as legitimate (and therefore worthy of educational attention). As the author’s experience in Lower Saxony shows, the political processes involving the study of religions in the drafting of curricula for such school subjects as values and norms (the obligatory alternative for the ‘non-religious’) means having to navigate a complex hierarchy of existing understandings of the legitimacy and illegitimacy, as well as the good and bad nature, of particular religions.
AB - This essay focuses on religion in the school classroom to reflect on “legitimate” and “illegitimate” religion as these concepts are discussed at different levels of educational systems in Europe. In most German federal states, religion is taught in what the author calls “separative contexts,” dividing pupils according to their religious affiliation. Such confessional models are not based on teaching knowledge about these religions but are designed to instruct the pupils on how to live a good life as a Christian, or Muslim, etc. Traditional ideas about the ‘world religions’ are therefore reproduced, leaving no space to consider why and how this particular set of religions has been normalized as legitimate (and therefore worthy of educational attention). As the author’s experience in Lower Saxony shows, the political processes involving the study of religions in the drafting of curricula for such school subjects as values and norms (the obligatory alternative for the ‘non-religious’) means having to navigate a complex hierarchy of existing understandings of the legitimacy and illegitimacy, as well as the good and bad nature, of particular religions.
U2 - 10.1558/equinox.35436
DO - 10.1558/equinox.35436
M3 - Contribution to book/anthology
SN - 9781781797273
T3 - NAASR working papers
SP - 205
EP - 211
BT - Hijacked
A2 - Führding, Steffen
A2 - Smith, Leslie Dorrough
PB - Equinox Publishing Ltd
CY - Sheffield UK and Bristol CT
ER -