Teacher discourse constructing different social positions of pupils in Finnish separative and integrative religious education
| Autor: | Saila Poulter, Anuleena Kimanen |
|---|---|
| Přispěvatelé: | Faculty of Educational Sciences, Humanities and Social Sciences Education (HuSoEd), Department of Education |
| Rok vydání: | 2018 |
| Předmět: |
Discourse analysis
Teaching method DIALOGUE Self-concept 0603 philosophy ethics and religion Education Social integration Pedagogy Sociology discourse analysis exclusion Religious education (RE) 060303 religions & theology 4. Education 05 social sciences Religious studies 050301 education Islam 06 humanities and the arts Religious education 516 Educational sciences teacher discourse 0503 education Inclusion (education) 614 Theology Cultural pluralism |
| Zdroj: | Journal of Beliefs & Values. 39:144-156 |
| ISSN: | 1469-9362 1361-7672 |
| DOI: | 10.1080/13617672.2018.1450805 |
| Popis: | This article examines social practices within classroom discourse in two different Finnish religious educational contexts. The article critically observes the construction of certain positions and identities as part of the school discourse and the inclusive vs exclusive practices of language. The research material consists of classroom observations and staff interviews from two separate studies. The first study investigates two cases in separative religious education (RE), Islamic and Lutheran. The second study deals with integrative practices of RE. In this study, discourse analysis as a methodological tool is used to examine discursive practices in RE lessons. The study will explore the following question: What kinds of subjectivities are constructed through teachers' discursive practices in separative and integrative RE? The study will demonstrate that teachers use scientific language to underline the objective nature of RE and use the language of belonging to engage their pupils on a personal level. The former ends up silencing the religious stance, while the latter often excludes those who do not share those specific experiences. The findings reveal some challenges in developing inclusive teaching. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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