Disruption, dialogue, and swerve: Reflective structured dialogue in religious studies classrooms
This article focuses on Reflective Structured Dialogue as a set of practices developed in the context of conflict resolution that are well suited to handling quotidian uneasiness and extraordinary moments of disruption in religious studies classrooms. After introducing Reflective Structured Dialogue...
| Auteur principal: | |
|---|---|
| Collaborateurs: | |
| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Wiley-Blackwell
[2017]
|
| Dans: |
Teaching theology and religion
Année: 2017, Volume: 20, Numéro: 3, Pages: 283-292 |
| RelBib Classification: | AH Pédagogie religieuse ZF Pédagogie |
| Sujets non-standardisés: | B
Dialogue
B Pedagogy B Conflict B Diversity B Classroom |
| Accès en ligne: |
Accès probablement gratuit Volltext (Verlag) Volltext (doi) |
| Résumé: | This article focuses on Reflective Structured Dialogue as a set of practices developed in the context of conflict resolution that are well suited to handling quotidian uneasiness and extraordinary moments of disruption in religious studies classrooms. After introducing Reflective Structured Dialogue's history, goals, and general practices, the authors consider its uses in classroom settings. They argue that a classroom in which teachers understand themselves as facilitators, and in which students are experienced in structured dialogue practices - including being comfortable in a state of intellectual "wobble" - is one more apt to be able to engage with, and more likely to benefit from, disruptive events. |
|---|---|
| ISSN: | 1467-9647 |
| Contient: | Enthalten in: Teaching theology and religion
|
| Persistent identifiers: | DOI: 10.1111/teth.12398 |