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Location, Space and Place in Religious Education

:	Martin Rothgangel, Kerstin von Brömssen, Hans-Günter Heimbrock, Geir Skeie
:	Location, Space and Place in Religious Education
:	Waxmann Verlag GmbH
:	9783830986256
:	1
:	CHF 28.00
:

:	Bildungswesen
:	English

:	234
:	kein Kopierschutz
:	PC/MAC/eReader/Tablet
:	PDF

People form attachments to their home, their neighbourhood and environment, to the region and nation to which they belong. They express feelings about space and place, especially so in 'globalized times'. In religious studies, in theology, and in education, there is a growing interest in spatial theories either as constructed within national borders, or within international and transnational spaces. The 'spatial turn' has become an acknowledged term in interdisciplinary discourses.
Although every practice of religious education is situated and contextually dependent, religious education (RE) research until now has not systematically paid attention to this fundamental insight. This volume is devoted specifically to clarifying the close relationship between RE practice and spatial and situational conditions.
After clarifying the main concepts in Part 1, Part 2 includes chapters related to classroom studies, while Part 3 focuses on studies about teachers of religious education. Part 4 contains studies beyond the classroom, such as school chapels, churches, and 'inner space'.
All contributions to this volume were developed in the context of the European Network for Religious Education through Contextual Approaches (ENRECA) which has focused recently on the central issue of space and place.

	Book Cover	1
	Imprint	4
	Contents	5
	Introduction (Martin Rothgangel, Kerstin von Brömssen, Hans-Günter Heimbrock and Geir Skeie)	7
	1. The issue	7
	2. The origin	8
	3. The articles	9
	4. Acknowledgments	12
	Socio-spatial theories – a short introduction (Kerstin von Brömssen )	15
	A view back	16
	Religious studies and socio-spatial theories	17
	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)	21
	1. Introduction	21
	2. From ‘time’ to ‘place’	21
	3. From ‘non-place’ to ‘place’	23
	4. The architecture of ‘place’	24
	5. ‘Society of mind’	25
	References	26
	A phenomenological approach (Hans-Günter Heimbrock)	29
	1 Location, place and space	29
	2 Religious Education	31
	References	32
	Location, place and space (Julia Ipgrave)	33
	1. Introduction	33
	2. Definitions and relationships	33
	3. Examples of location, place and space	35
	3.1 Clonmacnoise, Co. Offally	35
	3.2 India and Navratri celebration in a Leicester school hall	35
	3.3 A corner of Nye Bevan Estate, Hackney	36
	4. Final word: religion and the school	37
	Spatial and temporal explanations in researching religious education (Nigel Fancourt)	39
	Introduction	39
	Two spatial turns	39
	Problematising the temporal in research on religious education	40
	Accounting for the temporal in the spatial	41
	References	43
	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)	49
	Abstract	49
	1. Introduction	49
	2. Previous Research	50
	3. Three theoretical perspectives	53
	3.1 The Interpretive Approach	53
	3.2 The Interactive Universalism of Seyla Benhabib	54
	3.3 Discursive power challenging edificative and enlarged dialogues	55
	4. Re/presenting and discussing Islam in an RE class – an ‘unsafe’ empirical example	55
	4.1 A short summary of the lesson	56
	4.2 Conflicting worldview discourses – an overarching interpretation of the processes affecting the dialogue	57
	4.3 To become (an abstract) representative of a religion	57
	4.4 Focus on colloquial aspects of practice	59
	4.5 Sexual morality and nudity as central Islamic questions	60
	4.6 Teacher’s difficulty in changing the hegemonic speech genre	60
	4.7 The classroom communication as examples of edificative and enlarged dialogues?	61
	5. Discussion	61
	References	63
	In different worlds. Religious discourses in students’ space in three upper secondary schools in Sweden (Kerstin von Brömssen and Signild Risenfors)	67
	Abstract	67
	1. Introduction	67
	2. Theoretical approach – relational place and space	69
	2.1 Interviews as conversations	70
	2.1.1 Three different schools within the same urban area	71
	2.2 The overarching discourse – “Religion is not important”	72
	2.2.1 School X – a critical educational discourse	73
	2.2.2 School Y – a discourse of diversity	75
	2.2.3 School Z – a cultural “Bildung” discourse	77
	Conclusion	80
	References	83
	Crucifixes in classrooms. The pedagogical assumptions of the European Courts (Nigel Fancourt)	87
	Abstract	87
	Introduction: law, religion and education across Europe	87
	Lautsi v Italy: the case	89
	Pedagogy and ‘passive symbols’	92
	Socio-cultural theories of visual culture	94
	A spatial pedagogy of religious symbols	96
	Conclusion	98
	References	99
	Place attachment and sense of place Transformation of spaces into places children feel attached to (Ina ter Avest and Cok Bakker)	101
	Abstract	101
	1. Introduction	101
	2. Location, three primary schools in the Bijlmerdistrict in Amsterdam	102
	3. Theoretical framework	104
	4. Research method, presentation of data and preliminary results of data-analysis	106
	4.1 Presentation of data	107
	4.2 Preliminary results and reflection	108
	5. Concluding remarks and recommendations	109
	References	110
	Transforming local places to learning spaces in religious education. Revisiting a collaborative research project (Geir Skeie)	115
	Abstract	115
	1. Introduction	115
	2. Setting the scene. Symbolic landscapes	116
	3. Location of the community of practice seminars	117
	4. Moving out of the local and national comfort zone	119
	5. Nature as ‘place’ and a ‘space’	120
	6. The house as a ‘place’ and room as ‘space’	122
	7. Discussion	125
	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)	131
	Abstract	131
	1. Sample, method, and context of the study	132
	1.1 Sample and method	132
	1.2 Context of the study	133
	2. Findings from the secondary analysis	134
	2.1 The reference field of religion teachers	134
	2.2 Religious education as a safe space	136
	2.3 Religious education: A place for denominations without separation	137
	2.4 The position of religious education in the schools context	139
	2.5 Cooperation with local parishes	141
	2.6 Cooperation with non-Christian religious communities	143
	2.7 Training – local and interregional	146
	3. The relevance of location, space and place for religion teachers	146
	References	148
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