Global (Citizenship) Education as inclusive and diversity learning in Religious Education
School education is no longer just the place where students are supposed to deal with local phenomena and issues, but also with global ones. Every subject in German schools, such as Religious Education, has to make its own contribution to the Global Education of students. The goals of interest and e...
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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: |
Springer
2021
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| Dans: |
Journal of Religious Education
Année: 2021, Volume: 69, Numéro: 2, Pages: 179-192 |
| RelBib Classification: | KBB Espace germanophone NCD Éthique et politique RF Pédagogie religieuse |
| Sujets non-standardisés: | B
Global competence
B Theology B Global Citizenship Education B Religious Education B Diversity learning B SDGs |
| Accès en ligne: |
Volltext (kostenfrei) |
| Résumé: | School education is no longer just the place where students are supposed to deal with local phenomena and issues, but also with global ones. Every subject in German schools, such as Religious Education, has to make its own contribution to the Global Education of students. The goals of interest and educational policy associated with this vary. As a result of the AGENDA 21 process, Global Education has been implemented in German curricula, as in many other countries. This article assumes that Religious Education achieves its goal precisely when it is designed to be inclusive and students experience the topics of human rights, dignity of the human person, and social justice in the classroom. For this to happen, diversity and difference must be valued and used as learning opportunities. |
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| ISSN: | 2199-4625 |
| Contient: | Enthalten in: Journal of Religious Education
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| Persistent identifiers: | DOI: 10.1007/s40839-021-00142-w |