Human Rights and Religious Education in the Contentious Context of Conflict-Troubled Societies: Perspectives from Human Rights Education

Autor/in	Zembylas, Michalinos
Titel	Human Rights and Religious Education in the Contentious Context of Conflict-Troubled Societies: Perspectives from Human Rights Education
Quelle	In: Journal of Beliefs & Values, 35 (2014) 3, S.303-314 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361 7672
DOI	10.1080/13617672.2014.980118
Schlagwörter	Civil Rights; Religious Education; Moral Values; Religion; Conflict; History; Political Influences; Discourse Analysis; Friendship; Psychological Patterns; Teaching Methods; Learning Processes; Power Structure; Foreign Countries; Cyprus; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Bürgerrechte; Grundrechte; Zivilrecht; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Moral value; Ethischer Wert; Konflikt; Geschichte; Geschichtsdarstellung; Political influence; Politischer Einfluss; Diskursanalyse; Freundschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Ausland; Zypern
Abstract	This article explores some of the tensions that are created from the entanglement of religion and human rights and offers a possible response to these tensions in the context of religious education in conflict-troubled societies. It is suggested that a historicised and politicised approach in religious education in conjunction with human rights education perspectives can promote three important aims: taking power relations between peoples, societies and cultures as sources of problematising the meaning(s) and consequences of both religion and human rights; developing a teaching and learning process in and through which the emphasis is not on identification with religious or cultural identity, but rather a process through which new and productive ways of relationality with the "other" are developed; and, encouraging students to interrogate moralistic discourses of religion or human rights that often prevent the enactment of friendship, compassion and shared fate. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10