Is This the Other Within Me? The Varied Effects of Engaging in Interfaith Learning
Interfaith education appears to have a strong potential for prejudice reduction and for overcoming Islamophobia and antisemitism. Common in-group identity theory contends that awareness of interreligious similarities would reduce intergroup streotypes and anxiety. However, optimal distinctiveness th...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Routledge, Taylor & Francis Group
[2020]
|
| In: |
Religious education
Year: 2020, Volume: 115, Issue: 3, Pages: 245-254 |
| Standardized Subjects / Keyword chains: | B
Judaism
/ Islam
/ Religious education
|
| RelBib Classification: | AH Religious education AX Inter-religious relations |
| Further subjects: | B
Muslims
B common in-group identity theory B Jews B prejudice reduction B Interfaith education B optimal distinctiveness theory |
| Online Access: |
Volltext (Resolving-System) |
MARC
| LEADER | 00000caa a22000002 4500 | ||
|---|---|---|---|
| 001 | 1725996847 | ||
| 003 | DE-627 | ||
| 005 | 20201228085601.0 | ||
| 007 | cr uuu---uuuuu | ||
| 008 | 200731s2020 xx |||||o 00| ||eng c | ||
| 024 | 7 | |a 10.1080/00344087.2020.1770014 |2 doi | |
| 035 | |a (DE-627)1725996847 | ||
| 035 | |a (DE-599)KXP1725996847 | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rda | ||
| 041 | |a eng | ||
| 084 | |a 0 |a 1 |2 ssgn | ||
| 100 | 1 | |a Goldberg, Tsafrir |e VerfasserIn |4 aut | |
| 245 | 1 | 0 | |a Is This the Other Within Me? The Varied Effects of Engaging in Interfaith Learning |
| 264 | 1 | |c [2020] | |
| 336 | |a Text |b txt |2 rdacontent | ||
| 337 | |a Computermedien |b c |2 rdamedia | ||
| 338 | |a Online-Ressource |b cr |2 rdacarrier | ||
| 520 | |a Interfaith education appears to have a strong potential for prejudice reduction and for overcoming Islamophobia and antisemitism. Common in-group identity theory contends that awareness of interreligious similarities would reduce intergroup streotypes and anxiety. However, optimal distinctiveness theory assumes that pointing to similarities would actually pose an identity threat to learners, especially members of a minority. Jewish and Muslim Israeli adolescents who studied about similarities and inter religious influences between Islam and Judaism showed varied and contradictory reactions. Jewish students decreased prejudice while Muslim students slightly increased them. Findings are discussed in light of above theories, and point to educational implications. | ||
| 650 | 4 | |a Interfaith education | |
| 650 | 4 | |a Jews | |
| 650 | 4 | |a Muslims | |
| 650 | 4 | |a common in-group identity theory | |
| 650 | 4 | |a optimal distinctiveness theory | |
| 650 | 4 | |a prejudice reduction | |
| 652 | |a AH:AX | ||
| 689 | 0 | 0 | |d s |0 (DE-588)4114087-4 |0 (DE-627)104603151 |0 (DE-576)20948182X |2 gnd |a Judentum |
| 689 | 0 | 1 | |d s |0 (DE-588)4027743-4 |0 (DE-627)106283499 |0 (DE-576)20897220X |2 gnd |a Islam |
| 689 | 0 | 2 | |d s |0 (DE-588)4664707-7 |0 (DE-627)338524010 |0 (DE-576)214808076 |2 gnd |a Interreligiöses Lernen |
| 689 | 0 | |5 (DE-627) | |
| 773 | 0 | 8 | |i Enthalten in |t Religious education |d New York, NY [u.a.] : Routledge, Taylor & Francis Group, 1906 |g 115(2020), 3, Seite 245-254 |h Online-Ressource |w (DE-627)334925541 |w (DE-600)2058383-7 |w (DE-576)097188883 |x 1547-3201 |7 nnns |
| 773 | 1 | 8 | |g volume:115 |g year:2020 |g number:3 |g pages:245-254 |
| 856 | 4 | 0 | |u https://doi.org/10.1080/00344087.2020.1770014 |x Resolving-System |
| 936 | u | w | |d 115 |j 2020 |e 3 |h 245-254 |
| 951 | |a AR | ||
| ELC | |a 1 | ||
| ITA | |a 1 |t 1 | ||
| LOK | |0 000 xxxxxcx a22 zn 4500 | ||
| LOK | |0 001 3733559436 | ||
| LOK | |0 003 DE-627 | ||
| LOK | |0 004 1725996847 | ||
| LOK | |0 005 20201228085601 | ||
| LOK | |0 008 200731||||||||||||||||ger||||||| | ||
| LOK | |0 040 |a DE-Tue135 |c DE-627 |d DE-Tue135 | ||
| LOK | |0 092 |o n | ||
| LOK | |0 852 |a DE-Tue135 | ||
| LOK | |0 852 1 |9 00 | ||
| LOK | |0 935 |a ixzs |a ixzo | ||
| LOK | |0 936ln |0 1442043253 |a AX | ||
| LOK | |0 936ln |0 1550364804 |a AH | ||
| ORI | |a SA-MARC-ixtheoa001.raw | ||
| REL | |a 1 | ||
| STA | 0 | 0 | |a Islam,Islam,Judaism,Judaism,Judaism in literature,Religious education,Interreligious learning |
| STB | 0 | 0 | |a Apprentissage interreligieux,Islam,Islam,Judaïsme,Judaïsme |
| STC | 0 | 0 | |a Aprendizaje inter-religiosa,Islam,Islam,Judaísmo,Judaísmo |
| STD | 0 | 0 | |a Apprendimento interreligioso,Ebraismo,Ebraismo,Islam,Islam |
| STE | 0 | 0 | |a 伊斯兰教,伊斯兰教,回教,回教,宗教教育,犹太教,犹太教 |
| STF | 0 | 0 | |a 伊斯蘭教,伊斯蘭教,回教,回教,宗教教育,猶太教,猶太教 |
| STG | 0 | 0 | |a Aprendizagem inter-religiosa,Islã,Islã,Judaísmo,Judaísmo |
| STH | 0 | 0 | |a Ислам (мотив),Ислам,Иудаизм (мотив),Иудаизм,Межрелигиозное обучение |
| STI | 0 | 0 | |a Διαθρησκειακή μάθηση,Ιουδαϊσμός (μοτίβο),Ιουδαϊσμός,Ισλάμ (μοτίβο),Ισλάμ |
| SUB | |a REL | ||
| SYG | 0 | 0 | |a Judaism,Judaismus,Jüdische Religion,Zionism,Zionismus,Jüdische Religion,Judaismus,Jüdische Religion,Judaismus , Islam , Interreligiöse Bildung,Interreligiöse Erziehung |