Roses from the Cracks: A Pedagogical Reflection on the 2018 Religious Education Association Annual Meeting
This essay explores what surfaces when we lead a reflection on the 2018 REA meeting with questions about teaching and learning. What pedagogical models appeared to be operative during the meeting? What voices were missing and which ones were privileged? Who benefitted from the pedagogies at work in...
| Auteur principal: | |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Routledge, Taylor & Francis Group
[2019]
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| Dans: |
Religious education
Année: 2019, Volume: 114, Numéro: 3, Pages: 377-387 |
| Sujets / Chaînes de mots-clés standardisés: | B
Religious Education Association
/ Congrès
/ Geschichte 2018
/ Normativité
/ Privilège
/ Groupe marginal
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| RelBib Classification: | AD Sociologie des religions AH Pédagogie religieuse ZF Pédagogie |
| Accès en ligne: |
Volltext (Resolving-System) Volltext (doi) |
| Résumé: | This essay explores what surfaces when we lead a reflection on the 2018 REA meeting with questions about teaching and learning. What pedagogical models appeared to be operative during the meeting? What voices were missing and which ones were privileged? Who benefitted from the pedagogies at work in the meeting? Who was marginalized? What pedagogical possibilities burst through the painful and difficult spaces in the meeting that can be a "North Star" to guide us in our future work? |
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| ISSN: | 1547-3201 |
| Contient: | Enthalten in: Religious education
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| Persistent identifiers: | DOI: 10.1080/00344087.2019.1608784 |