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Teachers Responding to Religious Diversity in Europe. Researching Biography and Pedagogy
Contents
6
Analysis of the Teachers’ Responses to Religious Diversity in the Course of the REDCo Project – A Foreword
8
Introduction
8
The context of this book: the REDCo project
9
The impact of the teachers’ study for REDCo
10
References
11
The Voice of the Teacher(s) – Researching Biography and Pedagogical Strategies
14
1. REDCo research in the European context
14
2. Theoretical framework
16
3. Methodology
25
References
27
Individuality and Inclusion – English Teachers and Religious Diversity
30
1. The English context
30
2. Teaching context in England
31
3. Short biographical information on the English respondents
32
4. Intra-national comparison and analysis in England
33
5. Conclusion
40
Reference
41
Challenges in Creating Respect for Diversity – Estonian Teachers and Religious Diversity
42
1. Estonian context
42
2. Teaching context in Estonia
43
3. Short biographical information on the Estonian respondents
44
4. Intra-national comparison and analysis in Estonia
44
5. Conclusion
52
References
53
Teaching Diversity in the French Secular School – Between Deontological Distanciation and Personal Commitment
56
1. The French context
56
2. Teaching context in France
57
3. Short biographical information on the French respondents
58
4. Intra-national comparison and analysis in France
59
5. Conclusion
67
References
68
Interreligious Learning and Students’ Personal Development – German Teachers in Hamburg and Religious Diversity
70
1. The German context
70
2. Teaching context in Germany
71
3. Short biographical information on the German respondents
73
4. Intra-national comparison and analysis in Germany
74
5. Conclusion
80
References
81
The Power of Personal Commitment – Dutch Teachers and Religious Diversity
82
1. The Dutch context
82
2. Teaching context in the Netherlands
83
3. Short biographical information on the Dutch respondents
85
4. Intra-national comparison and data analysis
86
5. Conclusion
94
References
95
‘Sameness’ as Norm and Challenge – Norwegian Teachers and Religious Diversity
96
1. The Norwegian context
96
2. Teaching context in Norway
97
3. Short biographical information on the Norwegian respondents
98
4. Intra-national comparison
99
5. Conclusion
108
References
110
International Comparison: Commonalities and Differences of 36 Teachers Teaching Religion( s) in Europe
112
1. Introduction
112
2. The biography of the teacher
113
3. Perception of diversity
116
4. Aims and strategies of religion in/and education
120
Reference
127
Epilogue: Research on Teaching in the Context of Diversity – a Nomadic Journey
128
References
132
Appendix: Theme List for Semi-Structured Interviews
134
Appendix – Portraits of the Respondents
138
Portraits of the English Respondents
138
Zamaan’s Portrait
138
Marion’s Portrait
140
Jane’s Portrait
141
Ellie’s Portrait
144
Lesley’s Portrait
146
Theresa’s Portrait
148
Portraits of the Estonian Respondents
150
Loviise’s Portrait
150
Liisa’s Portrait
152
Heli’s Portrait
154
Peter’s Portrait
156
Kadri’s Portrait
158
Ets’ Portrait
160
Portraits of the French Respondents
162
Francis’ Portrait
162
Anne’s Portrait
164
Sophie’s Portrait
165
Christophe’s Portrait
168
Virginie’s Portrait
169
Alain’s Portrait
171
Portraits of the German Respondents
173
Hans’ Portrait
173
Matthias’ Portrait
174
Johann’s Portrait
176
Franziska’s Portrait
178
Mara’s Portrait
180
Katharina’s Portrait
182
Portraits of the Dutch Respondents
185
Arnold’s Portrait
185
Boukje’s Portrait
187
Chris’ Portrait
188
Dirk’s Portrait
190
Esmir’s Portrait
192
Frederik’s Portrait
194
Portraits of the Norwegian Respondents
197
Astrid’s Portrait
197
Bjørg’s Portrait
199
Carl’s Portrait
202
Dagrunn’s Portrait
204
Einar’s Portrait
206
Frida’s Portait
208
References
211
List of Authors
212
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