This book is concerned with re-imagining Religious Education (RE) as this is practiced in schools, colleges and universities throughout the UK and in a wide variety of international educational contexts.On the basis of a critical analysis of current theory and practice in RE the authors argue that this educational framing is no longer plausible in the light of new theoretical developments within the academy. A new educational approach to RE is outlined that challenges students to think and practice differently. This includes a ‘becoming ethnographer’ approach that can acknowledge socio-material relations and engage the broader literacies necessary for such study.Part One examines how RE has been constructed as a discipline in historical and spatial terms that abstract its study from material concerns. Part Two offers some new starting points: Spinoza, Foucault and feminist theory that differently foreground context and relationality, and 'Islam' read as a discursive, located tradition rather than as 'world view'. Finally, Part Three proposes a new trajectory for research and practice in RE, with the aim of re-engaging schools, colleges and universities in a dialogue that promotes thinking and practice that – as educational - is continually in touch with the need to be critical, open-ended and ethically justifiable.
This is Book 1 in the Gender, Theology and Spirituality Series. See all Gender, Theology and Spirituality books here.
See More Educational: Religious studies
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John I'Anson is currently Associate Dean in the Faculty of Social Sciences at the University of Stirling, having, until recently, been Director of Initial Teacher Education. He gained his Ph.D. at the University of Lancaster and has previously taught as a Principal Teacher of RE in the North East of Scotland. He has undertaken empirical research projects tha
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The second book in a fabulous new magical, middle-grade series filled with adventure, wonder and wildness,
