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Towards a Methodology for Comparative Studies in Religious Education A Study of England and Norway

:	Oddrun M.H. Bråten
:	Towards a Methodology for Comparative Studies in Religious Education A Study of England and Norway
:	Waxmann Verlag GmbH
:	9783830978879
:	1
:	CHF 27.10
:

:	Pädagogik
:	English

:	231
:	kein Kopierschutz/DRM
:	PC/MAC/eReader/Tablet
:	PDF

In this book Oddrun M. H. Bråten set out to utilise and test her methodology for comparative religious education. This synthesises two sets of ideas. The first includes supranational, national and subnational processes. Formal supranational processes refer to international (educational) policymaking in international organisations. Informal supranational processes include secularisation, pluralisation and globalisation. Subnational processes refer to variations between regions within a country. The second set of ideas concerns the societal, institutional, instructional and experiential levels of curriculum. They are affected by supranational, national and subnational processes. In discussing the societal level, attention needs to be given to the histories of religion, state and school in each country. Research at the institutional level involves analysis of relevant policy documents and legislation in each country, while research at the instructional level involves analysis of how teachers interpret, plan and teach the curriculum, while the experiential level researches how students interact with one-another and with teachers to develop their understanding. A third set of ideas includes Bråten's use of Schiffauer and collaborators' concepts of social/national imaginary and civil enculturation. These concepts help in grasping the historical and sociological depth of national traditions. This publication is a groundbreaking study in the methodology of comparative religious education and the author won the award for Outstanding Research Student of 2009-2010 in the field of education at the University of Warwick.

	Buchtitel	1
	Foreword	5
	Contents	10
	Acknowledgments	14
	Abstract	15
	Abbreviations	16
	1. Introduction	19
	1.1 A systematic approach to comparative studies in Religious Education	19
	1.2 The cases: RE in England and Norway	20
	1.3 Different school systems	23
	1.4 Scope and limitations	24
	1.5 Main research questions	25
	1.6 Summary and Conclusion	26
	2. Towards a Methodology for Comparative Religious Education	27
	2.1 Introduction	27
	2.2 Comparative studies in related fields	27
	2.3 Pioneering work in the field of RE	32
	2.4 Challenges in comparative studies in RE	35
	2.5 Methodological considerations	38
	2.6 Is this a new methodology?	40
	2.7 National imaginaries and supranational processes	40
	2.8 Three dimensions in comparative studies	42
	2.9 The supranational dimension	45
	2.10 A template for comparative studies in RE	50
	2.11 Summary and Conclusion	52
	3. Societal Level: Themes within Academic Debates about Religious Education in England and Norway	54
	3.1 Introduction	54
	3.2 The contribution of ‘secular’ religious studies to the development of multifaith approaches to RE in England and Norway	55
	3.3 The institutional basis for RE research	61
	3.4 Can we talk about ‘traditions’ for pedagogy of RE?	63
	3.5 The reading of two ‘power texts’ by looking for characteristics of academic debate in England and Norway	67
	3.6 The supranational dimension in academic debates on RE today	77
	3.7 Summary and conclusion	80
	4. Institutional Level: Legal and Policy Developments in England and Norway	81
	4.1 Introduction	81
	4.2 The Legal Framework	81
	4.3 Laws regulating RE in state schools	82
	4.4 Laws regulating the right to opt out	85
	4.5 The Norwegian law suits	86
	4.6 Religion in laws regarding schooling in general	87
	4.7 Comparative discussion on legal issues	88
	4.8 Introducing QCA 2004 and UD 2005	93
	4.9 QCA 2004	94
	4.10 UD 2005	96
	4.11 Comparative remarks regarding layout and structure	98
	4.12 The place in the school curricula	99
	4.13 Comparative points	100
	4.14 Structure and content of RE in England and Norway exemplified through QCA 2004 and UD 2005	101
	4.15 Comparative discussion regarding structure and content	106
	4.16 Concluding discussion	108
	4.17 Summary and Conclusion	112
	5. Religious Education in Practice:Introduction to Case Studies from England and Norway	113
	5.1 Introduction	113
	5.2 Representation and national imaginaries	113
	5.3 Different styles of civility in the school systems	116
	5.4 Characteristics of the schools	121
	5.5 Location of the schools and characteristics of the school populations	124
	5.6 Do classroom activities reflect different national styles?	125
	5.8 Reflecting on the empirical studies in the methodology	134
	5.9 Summary and Conclusion	136
	6. Instructional Level: Teachers’ Perspectives	137
	6.1 Introduction	137
	6.2 The teachers and their contexts	138
	6.3 Describing their school and its RE	139
	6.4 Aims of RE	141
	6.5 The importance of RE	142
	6.6 National aims and local adjustments	146
	6.7 Text books and schemes of work	148
	6.8 Content of teaching	150
	6.9 Social enculturation gives nationally distinctive patterns in teaching?	152
	6.10 Learning about and from religion	153
	6.11 Reflecting on multifaith RE as integrative RE	156
	6.12 Is RE creating otherness?	158
	6.13 How is ‘Norwegianness’ and ‘Englishness’ imagined?	159
	6.14 Summary and conclusion	160
	7. Experiential Level: Pupils’ Perspectives	164
	7.1 Introduction	164
	7.2 The pupils and their context	165
	7.3 Which modernities?	168
	7.4 Aims of RE	172
	7.5 Content of learning	175
	7.6 What can explain the difference in quality of factual knowledge?	176
	7.7 Religion in Britain? Norwegian religion?	178
	7.8 Learning about and from religion	181
	7.9 What kind of imaginary would be inclusive?	184
	7.10 Summary and conclusion	187
	8. Concluding Discussion	190
	8.1 Introduction	190
	8.2 A systematic approach to comparative RE	190
	8.3 Is this a general model, a template for comparative studies?	191
	8.4 Obstacles and limitations	193
	8.5 Results: Examples of findings	194
	8.6 Different national styles	196
	8.7 Inclusive RE and construction of otherness	200
	8.8 Summary and conclusion	205
	Appendix 1: Interview Schedules	208
	Appendix 2: Norwegian Legal Texts	213
	Appendix 3: The Teachers’ Educational Backgrounds	217
	References	219