Contact-Based Interfaith Programmes in Schools and the Changing Religious Education Landscape: Negotiating a Worldviews Curriculum

Autor/in	Peacock, Lucy
Titel	Contact-Based Interfaith Programmes in Schools and the Changing Religious Education Landscape: Negotiating a Worldviews Curriculum
Quelle	In: Journal of Beliefs & Values, 44 (2023) 1, S.1-15 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361 7672
DOI	10.1080/13617672.2021.2004708
Schlagwörter	Religious Education; Intergroup Relations; World Views; Extracurricular Activities; Teacher Attitudes; Student Attitudes; Teaching Methods; Learning Processes; Foreign Countries; Program Evaluation; Case Studies; Judaism; Christianity; Islam; Muslims; Jews; Protestants; Religious Schools; Elementary Secondary Education; Knowledge Level; Likert Scales; United Kingdom (England) + Suchen Sie Ihr Suchwort? Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Intergruppenbeziehungen; World view; Weltanschauung; Außerunterrichtliche Aktivität; Lehrerverhalten; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Ausland; Programme evaluation; Programmevaluation; Case study; Fallstudie; Case Study; Judaismus; Christentum; Muslim; Muslimin; Jew; Jude; Jüdin; Juden; Protestantism; Protestantismus; Wissensbasis; Likert-Skala
Abstract	This article explores the implications of a proposed move towards a religion and worldviews curriculum in England for contact-based interfaith programmes in schools, through a case study of the Faith and Belief Forum's School Linking programme. Quantitative and qualitative data collected through 1,488 teacher and student surveys, teacher focus groups and participant observation in schools reveal that despite students reporting an increase in religious knowledge after taking part in School Linking, the type of knowledge gained does not accurately capture the religious and worldview plurality of the programme's participants. In positioning School Linking's theoretical underpinnings of intergroup contact theory as driving this issue, the article proposes an alternative theoretical grounding for interfaith programmes in schools, the 'decategorization' model of contact. Interfaith programmes as communicated through decategorization ensures that such extra-curricular activities explore religious and non-religious worldviews in their complexity and complement students' learning developed through a religion and worldviews curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01