Promoting positive community relations: what can RE learn from social psychology and the shared space project?
In this article we considered the relevance of specific claims that 'multi-faith' approaches to Religious Education (RE) play a role in promoting good community relations. In doing so, we adopted a social-psychological perspective where engaging in positive and meaningful interactions with...
| Authors: | ; ; ; |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Routledge
[2019]
|
| In: |
Journal of beliefs and values
Year: 2019, Volume: 40, Issue: 2, Pages: 215-227 |
| Standardized Subjects / Keyword chains: | B
Religious instruction
/ Community
/ Interaktionserziehung
/ Social psychology
|
| Further subjects: | B
intergroup contact theory
B religious education(RE) B community relations |
| Online Access: |
Presumably Free Access Volltext (Resolving-System) |
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| 520 | |a In this article we considered the relevance of specific claims that 'multi-faith' approaches to Religious Education (RE) play a role in promoting good community relations. In doing so, we adopted a social-psychological perspective where engaging in positive and meaningful interactions with diverse others reduces prejudice. Survey responses from 92 RE teachers across the UK were examined to determine the extent to which strategies for promoting positive community relations were embedded within classroom practice. We next examined whether teachers intuitively used social psychological theory - namely the contact hypothesis - to promote positive communities in their classrooms. Results demonstrated that the majority of surveyed RE practitioners perceived community relations to be a core aim of RE and that contact theory was applicable to their practice. Teachers reported examples of how they embed both contact theory and RE in their classrooms but not all of these aligned with social psychological theory. Findings suggest that successful practice in RE may be further developed by integrating theoretical principles of the contact hypothesis. Implications and future directions will be discussed. | ||
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| STD | 0 | 0 | |a Comunità,Comunità,Insegnamento della religione,Lezione di religione,Religione (materia),Lezione di religione,Religione,Psicologia sociale,Socio-psicologia,Socio-psicologia |
| STE | 0 | 0 | |a 宗教课程,宗教课,宗教教学,社交心理学,群体,群体,共同体,社群,共同体,社群 |
| STF | 0 | 0 | |a 宗教課程,宗教課,宗教教學,社交心理學,群體,群體,共同體,社群,共同體,社群 |
| STG | 0 | 0 | |a Comunidade,Comunidade,Comunhão (Motivo),Comunhão,Ensino religioso,Psicologia social |
| STH | 0 | 0 | |a Единство,Единство,Преподавание религии,Социальная психология |
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