Empathetic-Reflective-Dialogical Restorying for decolonisation: an emancipatory teaching-learning strategy for Religion Education
This article argues for the inclusion of Empathetic-Reflective-Dialogical Restorying as a teaching-learning strategy for Religion Education. This strategy, employed in three small-scale research projects in a South African Higher Education Institution, addresses decolonisation of the Religion Educat...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
[publisher not identified]
[2021]
|
| In: |
British Journal of religious education
Year: 2021, Volume: 43, Issue: 1, Pages: 68-79 |
| Standardized Subjects / Keyword chains: | B
Africa
/ Religious pedagogy
/ Decolonisation
/ Narrative (Social sciences)
/ Method
|
| RelBib Classification: | AD Sociology of religion; religious policy AH Religious education KBN Sub-Saharan Africa ZC Politics in general ZF Education |
| Further subjects: | B
Higher Education
B Decolonisation B Empathetic-Reflective-Dialogical Restorying B teaching-learning strategy |
| Online Access: |
Volltext (Resolving-System) |
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| 520 | |a This article argues for the inclusion of Empathetic-Reflective-Dialogical Restorying as a teaching-learning strategy for Religion Education. This strategy, employed in three small-scale research projects in a South African Higher Education Institution, addresses decolonisation of the Religion Education curriculum in the following ways: changing how teaching-learning takes place; transdisciplinary engagement; empowering students as agents of their own learning; depatriarchisation; and dispelling the myth of African inferiority. Both self-dialogue and self-narrative were used to create open space stories when approaching content that is relevant to the lived experience of gender (in)equality and patriarchy. Engaging in a safe space in Communities in Conversation, Communities in Dialogue, and Communities for Transformation, students troubled entrenched beliefs and worldviews and co-constructed (restoried) understandings. They expressed the view that this emancipatory teaching-learning strategy has the potential to facilitate classroom praxis that is both reflective and reflexive. This can be transformative for the greater society. | ||
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| STG | 0 | 0 | |a Descolonização,Método,Pedagogia da religião |
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