The contested place of religion in the Australian Civics and Citizenship curriculum: exploring the secular in a multi-faith society
In the absence of a dedicated subject for teaching general religious education, the inclusion of Civics and Citizenship education as a new subject within the first Federal Australian Curriculum provides an important opportunity for teaching the religious within Australian schools. The curriculum for...
| Main Author: | |
|---|---|
| Format: | Electronic/Print Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Routledge
[2017]
|
| In: |
British journal of religious education
Year: 2017, Volume: 39, Issue: 2, Pages: 207-222 |
| Standardized Subjects / Keyword chains: | B
Australia
/ Confession
/ Pluralism
/ Secularism
/ Civics
|
| RelBib Classification: | AH Religious education CG Christianity and Politics CH Christianity and Society KBS Australia; Oceania |
| Further subjects: | B
Learning
B Education Australia B Citizenship Study & teaching B Constructivism (Education) B Teaching |
| Online Access: |
Presumably Free Access Volltext (doi) |
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| 245 | 1 | 4 | |a The contested place of religion in the Australian Civics and Citizenship curriculum |b exploring the secular in a multi-faith society |c Andrew Peterson, School of Education, University of South Australia, Mawson Lakes, Australia |
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| 520 | |a In the absence of a dedicated subject for teaching general religious education, the inclusion of Civics and Citizenship education as a new subject within the first Federal Australian Curriculum provides an important opportunity for teaching the religious within Australian schools. The curriculum for Civics and Citizenship requires students to learn that Australia is both a secular nation and a multi-faith society, and to understand religions practised in contemporary Australia. The term "secular" and the need for students to learn about Australia’s contemporary multi-faith society raise some significant issues for schools and teachers looking to implement Civics and Citizenship. Focusing on public (state-controlled) schools, the argument here draws on recent analysis within the Australian context to suggest that religion remains an important factor in understanding and shaping democratic citizenship in Australia, that this should be acknowledged within public schools, and that a constructivist, dialogical-based pedagogy provides possibilities for recognising the religious within Civics and Citizenship education. | ||
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