Intercultural Sensitivity of Religious Education Teachers in Croatia: The Relationship between Knowledge, Experience, and Behaviour
Intercultural education and the pedagogy of recognition are among the fundamental dimensions of contemporary education in European schools. The recognition of the role that learning about religions and drawing lessons from them plays in creating a cohesive society is becoming more widespread. Europe...
| Authors: | ; |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
MDPI
2024
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| In: |
Religions
Year: 2024, Volume: 15, Issue: 2 |
| Further subjects: | B
intercultural experiences
B religious education teachers B intercultural knowledge B Intercultural sensitivity B Intercultural education |
| Online Access: |
Volltext (kostenfrei) Volltext (kostenfrei) |
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| 520 | |a Intercultural education and the pedagogy of recognition are among the fundamental dimensions of contemporary education in European schools. The recognition of the role that learning about religions and drawing lessons from them plays in creating a cohesive society is becoming more widespread. European educational policies suggest integrating intercultural competence into the professional identity of teachers in all subjects, including religious education teachers. Intercultural learning is a constitutive part of shaping the identity of all religious communities. The intercultural sensitivity of religious education teachers, along with attitudes and behaviours that reflect openness, adaptability, and communication with those of different cultural and religious backgrounds, influences the development of intercultural competence in students. This paper examines differences in the intercultural sensitivity of religious education teachers from various religious communities in Croatia in relation to their intercultural experiences, gender, and acquired theoretical knowledge. The research utilised a quantitative methodology, and the analysis of results incorporated descriptive and differential statistics (t-test). Although the teachers demonstrated a relatively high level of intercultural sensitivity, differences were still evident among the groups. Understanding the concept of the religious dimension of intercultural education emerged as a significant factor influencing the ethnorelative or ethnocentric attitudes and behaviours of religious education teachers. Differences observed in intercultural experiences and gender lead to the conclusion that there is a need to create equal opportunities in intercultural education for both men and women. Additionally, there is a need to increase opportunities for intercultural exchanges and encounters with members of other cultures and religions to enable teachers to develop a more open identity. | ||
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