Location, Space and Place in Religious Education

Book Cover

Imprint

Contents

Introduction (Martin Rothgangel, Kerstin von Brömssen, Hans-Günter Heimbrock and Geir Skeie)

1. The issue

2. The origin

3. The articles

4. Acknowledgments

Socio-spatial theories – a short introduction (Kerstin von Brömssen )

A view back

Religious studies and socio-spatial theories

Education and socio-spatial theories

References

Theoretical and methodological aspects of the concepts of place and space (Ina ter Avest and Cok Bakker)

1. Introduction

2. From ‘time’ to ‘place’

3. From ‘non-place’ to ‘place’

4. The architecture of ‘place’

5. ‘Society of mind’

References

A phenomenological approach (Hans-Günter Heimbrock)

1 Location, place and space

2 Religious Education

References

Location, place and space (Julia Ipgrave)

1. Introduction

2. Definitions and relationships

3. Examples of location, place and space

3.1 Clonmacnoise, Co. Offally

3.2 India and Navratri celebration in a Leicester school hall

3.3 A corner of Nye Bevan Estate, Hackney

4. Final word: religion and the school

Spatial and temporal explanations in researching religious education (Nigel Fancourt)

Introduction

Two spatial turns

Problematising the temporal in research on religious education

Accounting for the temporal in the spatial

References

The RE classroom as a safe public space. Critical perspectives on dialogue, demands for respect, and nuanced religious education (Christina Osbeck, Karin Sporre and Geir Skeie)

Abstract

1. Introduction

2. Previous Research

3. Three theoretical perspectives

3.1 The Interpretive Approach

3.2 The Interactive Universalism of Seyla Benhabib

3.3 Discursive power challenging edificative and enlarged dialogues

4. Re/presenting and discussing Islam in an RE class – an ‘unsafe’ empirical example

4.1 A short summary of the lesson

4.2 Conflicting worldview discourses – an overarching interpretation of the processes affecting the dialogue

4.3 To become (an abstract) representative of a religion

4.4 Focus on colloquial aspects of practice

4.5 Sexual morality and nudity as central Islamic questions

4.6 Teacher’s difficulty in changing the hegemonic speech genre

4.7 The classroom communication as examples of edificative and enlarged dialogues?

5. Discussion

References

In different worlds. Religious discourses in students’ space in three upper secondary schools in Sweden (Kerstin von Brömssen and Signild Risenfors)

Abstract

1. Introduction

2. Theoretical approach – relational place and space

2.1 Interviews as conversations

2.1.1 Three different schools within the same urban area

2.2 The overarching discourse – “Religion is not important”

2.2.1 School X – a critical educational discourse

2.2.2 School Y – a discourse of diversity

2.2.3 School Z – a cultural “Bildung” discourse

Conclusion

References

Crucifixes in classrooms. The pedagogical assumptions of the European Courts (Nigel Fancourt)

Abstract

Introduction: law, religion and education across Europe

Lautsi v Italy: the case

Pedagogy and ‘passive symbols’

Socio-cultural theories of visual culture

A spatial pedagogy of religious symbols

Conclusion

References

Place attachment and sense of place Transformation of spaces into places children feel attached to (Ina ter Avest and Cok Bakker)

Abstract

1. Introduction

2. Location, three primary schools in the Bijlmerdistrict in Amsterdam

3. Theoretical framework

4. Research method, presentation of data and preliminary results of data-analysis

4.1 Presentation of data

4.2 Preliminary results and reflection

5. Concluding remarks and recommendations

References

Transforming local places to learning spaces in religious education. Revisiting a collaborative research project (Geir Skeie)

Abstract

1. Introduction

2. Setting the scene. Symbolic landscapes

3. Location of the community of practice seminars

4. Moving out of the local and national comfort zone

5. Nature as ‘place’ and a ‘space’

6. The house as a ‘place’ and room as ‘space’

7. Discussion

References

The relevance of location, space and place for religion teachers. A secondary analysis of an empirical study in Germany (Martin Rothgangel in cooperation with Christhard Lück and Philipp Klutz)

Abstract

1. Sample, method, and context of the study

1.1 Sample and method

1.2 Context of the study

2. Findings from the secondary analysis

2.1 The reference field of religion teachers

2.2 Religious education as a safe space

2.3 Religious education: A place for denominations without separation

2.4 The position of religious education in the schools context

2.5 Cooperation with local parishes

2.6 Cooperation with non-Christian religious communities

2.7 Training – local and interregional

3. The relevance of location, space and place for religion teachers

References

No location. The problem of indirect encounters with religion in secular schools (Kåre Fuglseth)

Abstract

1. Indirect teaching and location

2. Empirical basis

3. Indirect encounters generally

4. Indirectisation

5. Spatial aspects of indirect teaching of religion

References

Adolescent lifestyle groups, their favorite places and challenges for religious education. An empirical study in a rural area of Germany (Carsten Gennerich)

Abstract

1. Introduction

2. Theory

2.1 The concept of place

2.2 Adolescent lifestyle groups

3. Method

4. Results

5. Discussion

References

The category of space in the historiography of religious education. Transnational perspectives (David Käbisch)

Abstract

1. What does ‘transnational perspectives’ mean?

2. What does the category of space mean in the historiography of education?

3. What does the ‘spatial turn’ mean in the historiography of religious education?

4. Conclusion

References

Imagining the place. The multiple meanings of a school chapel (Julia Ipgrave)

Abstract

1. Introduction

2. Storying the chapel

3. Countering the story

3.1 Incomprehension of the story

3.2 Divergent telling of the story

3.3 Alternative story

3.4 Resistance to the story

3.5 Disengagement from the story

4. Experiencing the space

5. Imagining the place

6. Summary

References

Church pedagogy. Exploring churches in religious education (Silke Leonhard)

1. RE and church pedagogy: “Giving space to lived religion”

2. Take a seat at the Market Church, Hannover

3. On-site visit: A body-spatial exploration

4. Walking on memorial traces: Ruined St. Aegidii Church

5. Following historical footsteps: Wounded place – Space for vulnerability

6. Conclusions und outlook

References

Mapping inner space (Hans-Günter Heimbrock)

Abstract

An unexpected discovery

1. RE: From instruction of facts to stimulation of imagination

2. Maps: How is the World?

3. Mapping: Irritating the geographical view

4. Mapping inner experience

5. On the way towards a new geography in RE

References

Authors