Exploring context in religious education research. Empirical, methodological and theoretical perspectives.

Sonst. Personen	Skeie, Geir (Hrsg.); Everington, Judith (Hrsg.); Avest, Ina ter (Hrsg.); Miedema, Siebren (Hrsg.)
Titel	Exploring context in religious education research. Empirical, methodological and theoretical perspectives. Gefälligkeitsübersetzung: Die Berücksichtigung des Kontextes bei der Erforschung der religiösen Bildung. Empirische, methodologische und theoretische Aspekte.
Quelle	Münster: Waxmann (2013), 272 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Religious diversity and education in Europe. 25
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-3-8309-2902-4
Schlagwörter	Bildung; Forschungsmethode; Methodologie; Vergleichende Forschung; Religionsunterricht; Religion; Religionspädagogik; Analyse; Innovation; Netzwerk; Religiöse Gruppierung; Europa
Abstract	"The relevance of contextual perspectives in religious education has been growing for the last decade. It has been central to the European Network for Religious Education through Contextual Approaches (ENRECA) - the research network that has produced the present book. Several members of the network have contributed to the theoretical and empirical development of contextual approaches in different publications, but for the first time this has been the focus of an entire collectively produced volume. The history of the book dates back to research seminars in 2009 and 2010 and is based on the discussions in the seminar. The chapters have been developed through a process of critical examination. Through this process we believe to have produced a coherent and also comprehensively rich book, dealing with the issue of context as a challenge, and also a stimulus to religious education research and practice. The chapters are presenting both empirical research and scholarly investigation into methodological and theoretical dimensions. Taken together we hope that this book will contribute to the further development of contextual thinking in religious education research. Or aim has not been to answer all questions, but rather to pose questions and to complicate things in order to enrich the academic field of religion in education." (publisher's description). Contents: Geir Skeie: A Very Short Introduction (7-8); Empirical Perspectives. Elisabet Haakedal: To Sing or not to Sing (11-37); Dag Husebo: Participative Trajectories (39-55); Oystein Lund Johannessen: Contextual Knowledge for an Inclusive RE (57-86); Erna Zonne: Perceiving, Interpreting and Innovating the Religious Dimension in School Cultures (87-114); Ina ter Avest and Siebren Miedema: The Child's Inner World as a Particular Context (115-129); Trine Anker: Mapping Tasmania: Context as Network (131-144); Methodological and Theoretical Perspectives. Christina Osbeck: Social Studies: One Context in which Central RE Knowledge in Sweden is Constructed (147-169); Held Leganger-Krogstad: An Analysis of Different Approaches to Religious Education (171-191); Nigel Fancourt: Religious Education across Europe: Contexts in Policy Scholarship (193-211); Carsten Gennerich: An Empirical Model to Reflect on the Relation between Adolescents' Interpretation of Religious Concepts and their Experiences (213-225); Oddrun Marie Hovde Braten: The Meaning of 'Context' when Utilizing a Comparative Methodology (227-248); Geir Skeie: A Contextual Turn in Research on Religion and Education? (249-272).
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2014/3