Religious education and hermeneutics: the case of teaching about Islam
This article attempts to do three things: the first is an exploration of the ways in which Islam is presented in an essentialist way (with a focus on religious education (RE) in England and Wales), leading to stereotypes and unsubstantiated generalisations that are then embedded in resources and agr...
Auteurs: | ; |
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Type de support: | Électronique Article |
Langue: | Anglais |
Vérifier la disponibilité: | HBZ Gateway |
Journals Online & Print: | |
Fernleihe: | Fernleihe für die Fachinformationsdienste |
Publié: |
[publisher not identified]
[2018]
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Dans: |
British Journal of religious education
Année: 2018, Volume: 40, Numéro: 3, Pages: 268-276 |
Sujets / Chaînes de mots-clés standardisés: | B
Islam
/ Essentialisme
/ Enseignement de la religion
/ Herméneutique
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RelBib Classification: | AH Pédagogie religieuse BJ Islam VB Herméneutique; philosophie |
Sujets non-standardisés: | B
Muslims
B Essentialism B Islam B Diversity B Hermeneutics B Stereotypes |
Accès en ligne: |
Accès probablement gratuit Volltext (Verlag) |
Résumé: | This article attempts to do three things: the first is an exploration of the ways in which Islam is presented in an essentialist way (with a focus on religious education (RE) in England and Wales), leading to stereotypes and unsubstantiated generalisations that are then embedded in resources and agreed syllabi, secondly, it provides a critique of essentialism, and finally a case is made for the role of hermeneutics in the teaching and learning of Islam. We argue that a hermeneutical approach is a sound way to both conceptualise the phenomenon of Islam and a pedagogical opening to make sense of it, that may help overcome some of the weaknesses of the current ways of teaching about Islam. |
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ISSN: | 1740-7931 |
Contient: | Enthalten in: British Journal of religious education
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Persistent identifiers: | DOI: 10.1080/01416200.2018.1493269 |