Deconstructing Religious Identity, Difference, and Belonging: Implications for Anti-Racist Pedagogy

Autor/in	Arber, Ruth
Titel	Deconstructing Religious Identity, Difference, and Belonging: Implications for Anti-Racist Pedagogy
Quelle	In: Diaspora, Indigenous, and Minority Education, 9 (2015) 1, S.21-36 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-5692
DOI	10.1080/15595692.2014.980803
Schlagwörter	Religion; Self Concept; Racial Bias; Discourse Analysis; Newspapers; Foreign Countries; Cultural Pluralism; Teaching Methods; Classification; Muslims; Jews; Buddhism; Religious Cultural Groups; Multicultural Education; Teacher Education; Language Usage; Cultural Influences; Australia + Suchen Sie Ihr Suchwort? Selbstkonzept; Racial discrimination; Rassismus; Diskursanalyse; Newspaper; Zeitung; Ausland; Kulturpluralismus; Teaching method; Lehrmethode; Unterrichtsmethode; Classification system; Klassifikation; Klassifikationssystem; Muslim; Muslimin; Jew; Jude; Jüdin; Juden; Buddhismus; Kirchliche Gruppe; Religionszugehörigkeit; Multikulturelle Erziehung; Lehrerausbildung; Lehrerbildung; Sprachgebrauch; Cultural influence; Kultureinfluss; Australien
Abstract	Increasing numbers of Australians identify with a multiplicity of religion groups or have no religious affiliation. Despite this, the representation of religious groups other than Christian--and the implications of this for anti-racist pedagogy in Australian schools--is seldom explored. This article interrogates the ways in which the most prominent of these minority religious groups (Buddhist, Hindu, Muslim, Jewish) were spoken about in two Melbourne newspapers and considers the implications of this interrogation for multicultural pedagogy in globally integrated local school contexts, such as those in Australia. Methodologies of social cultural theory and critical discourse analysis (CDA) are used to investigate newspaper discussions from the different viewpoints of their experiential, systemic, and normative focus. I find that notions of religious identity described in the media are stylized in form and an almost-silent normative self-identity is defined against clichéd typologies made within a crucible of race, identity, and belonging. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01