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Book Cover
1
Imprint
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Contents
5
Introduction (Martin Rothgangel, Kerstin von Brömssen, Hans-Günter Heimbrock and Geir Skeie)
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1. The issue
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2. The origin
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3. The articles
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4. Acknowledgments
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Socio-spatial theories – a short introduction (Kerstin von Brömssen )
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A view back
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Religious studies and socio-spatial theories
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Education and socio-spatial theories
17
References
18
Theoretical and methodological aspects of the concepts of place and space (Ina ter Avest and Cok Bakker)
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1. Introduction
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2. From ‘time’ to ‘place’
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3. From ‘non-place’ to ‘place’
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4. The architecture of ‘place’
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5. ‘Society of mind’
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References
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A phenomenological approach (Hans-Günter Heimbrock)
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1 Location, place and space
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2 Religious Education
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References
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Location, place and space (Julia Ipgrave)
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1. Introduction
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2. Definitions and relationships
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3. Examples of location, place and space
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3.1 Clonmacnoise, Co. Offally
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3.2 India and Navratri celebration in a Leicester school hall
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3.3 A corner of Nye Bevan Estate, Hackney
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4. Final word: religion and the school
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Spatial and temporal explanations in researching religious education (Nigel Fancourt)
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Introduction
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Two spatial turns
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Problematising the temporal in research on religious education
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Accounting for the temporal in the spatial
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References
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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)
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Abstract
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1. Introduction
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2. Previous Research
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3. Three theoretical perspectives
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3.1 The Interpretive Approach
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3.2 The Interactive Universalism of Seyla Benhabib
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3.3 Discursive power challenging edificative and enlarged dialogues
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4. Re/presenting and discussing Islam in an RE class – an ‘unsafe’ empirical example
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4.1 A short summary of the lesson
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4.2 Conflicting worldview discourses – an overarching interpretation of the processes affecting the dialogue
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4.3 To become (an abstract) representative of a religion
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4.4 Focus on colloquial aspects of practice
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4.5 Sexual morality and nudity as central Islamic questions
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4.6 Teacher’s difficulty in changing the hegemonic speech genre
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4.7 The classroom communication as examples of edificative and enlarged dialogues?
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5. Discussion
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References
63
In different worlds. Religious discourses in students’ space in three upper secondary schools in Sweden (Kerstin von Brömssen and Signild Risenfors)
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Abstract
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1. Introduction
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2. Theoretical approach – relational place and space
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2.1 Interviews as conversations
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2.1.1 Three different schools within the same urban area
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2.2 The overarching discourse – “Religion is not important”
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2.2.1 School X – a critical educational discourse
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2.2.2 School Y – a discourse of diversity
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2.2.3 School Z – a cultural “Bildung” discourse
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Conclusion
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References
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Crucifixes in classrooms. The pedagogical assumptions of the European Courts (Nigel Fancourt)
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Abstract
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Introduction: law, religion and education across Europe
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Lautsi v Italy: the case
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Pedagogy and ‘passive symbols’
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Socio-cultural theories of visual culture
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A spatial pedagogy of religious symbols
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Conclusion
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References
99
Place attachment and sense of place Transformation of spaces into places children feel attached to (Ina ter Avest and Cok Bakker)
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Abstract
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1. Introduction
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2. Location, three primary schools in the Bijlmerdistrict in Amsterdam
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3. Theoretical framework
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4. Research method, presentation of data and preliminary results of data-analysis
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4.1 Presentation of data
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4.2 Preliminary results and reflection
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5. Concluding remarks and recommendations
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References
110
Transforming local places to learning spaces in religious education. Revisiting a collaborative research project (Geir Skeie)
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Abstract
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1. Introduction
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2. Setting the scene. Symbolic landscapes
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3. Location of the community of practice seminars
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4. Moving out of the local and national comfort zone
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5. Nature as ‘place’ and a ‘space’
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6. The house as a ‘place’ and room as ‘space’
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7. Discussion
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References
128
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)
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Abstract
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1. Sample, method, and context of the study
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1.1 Sample and method
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1.2 Context of the study
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2. Findings from the secondary analysis
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2.1 The reference field of religion teachers
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2.2 Religious education as a safe space
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2.3 Religious education: A place for denominations without separation
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2.4 The position of religious education in the schools context
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2.5 Cooperation with local parishes
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2.6 Cooperation with non-Christian religious communities
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2.7 Training – local and interregional
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3. The relevance of location, space and place for religion teachers
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References
148
No location. The problem of indirect encounters with religion in secular schools (Kåre Fuglseth)
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Abstract
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1. Indirect teaching and location
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2. Empirical basis
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3. Indirect encounters generally
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4. Indirectisation
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5. Spatial aspects of indirect teaching of religion
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References
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Adolescent lifestyle groups, their favorite places and challenges for religious education. An empirical study in a rural area of Germany (Carsten Gennerich)
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Abstract
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1. Introduction
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2. Theory
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2.1 The concept of place
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2.2 Adolescent lifestyle groups
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3. Method
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4. Results
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5. Discussion
178
References
181
The category of space in the historiography of religious education. Transnational perspectives (David Käbisch)
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Abstract
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1. What does ‘transnational perspectives’ mean?
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2. What does the category of space mean in the historiography of education?
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3. What does the ‘spatial turn’ mean in the historiography of religious education?
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4. Conclusion
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References
196
Imagining the place. The multiple meanings of a school chapel (Julia Ipgrave)
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Abstract
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1. Introduction
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2. Storying the chapel
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3. Countering the story
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3.1 Incomprehension of the story
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3.2 Divergent telling of the story
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3.3 Alternative story
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3.4 Resistance to the story
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3.5 Disengagement from the story
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4. Experiencing the space
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5. Imagining the place
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6. Summary
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References
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Church pedagogy. Exploring churches in religious education (Silke Leonhard)
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1. RE and church pedagogy: “Giving space to lived religion”
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2. Take a seat at the Market Church, Hannover
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3. On-site visit: A body-spatial exploration
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4. Walking on memorial traces: Ruined St. Aegidii Church
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5. Following historical footsteps: Wounded place – Space for vulnerability
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6. Conclusions und outlook
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References
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Mapping inner space (Hans-Günter Heimbrock)
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Abstract
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An unexpected discovery
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1. RE: From instruction of facts to stimulation of imagination
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2. Maps: How is the World?
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3. Mapping: Irritating the geographical view
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4. Mapping inner experience
225
5. On the way towards a new geography in RE
228
References
230
Authors
233
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