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...
| 1. VerfasserIn: | |
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| Medienart: | Elektronisch/Druck Aufsatz |
| Sprache: | Englisch |
| Verfügbarkeit prüfen: | HBZ Gateway |
| Journals Online & Print: | Lade...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Veröffentlicht: |
Routledge
[2017]
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| In: |
British journal of religious education
Jahr: 2017, Band: 39, Heft: 2, Seiten: 207-222 |
| normierte Schlagwort(-folgen): | B
Australien
/ Konfession
/ Pluralismus
/ Säkularismus
/ Politischer Unterricht
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| RelBib Classification: | AH Religionspädagogik CG Christentum und Politik CH Christentum und Gesellschaft KBS Australien; Ozeanien |
| weitere Schlagwörter: | B
Learning
B Education Australia B Citizenship Study & teaching B Constructivism (Education) B Teaching |
| Online Zugang: |
Vermutlich kostenfreier Zugang Volltext (doi) |
| Zusammenfassung: | 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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| ISSN: | 0141-6200 |
| Enthält: | Enthalten in: British journal of religious education
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| Persistent identifiers: | DOI: 10.1080/01416200.2015.1113931 |