Upload
trannhan
View
218
Download
2
Embed Size (px)
Citation preview
Keyaction II:
Strategicpartnershipsfor school education
“Cooperationforinnovationandtheexchangeofgoodpractices”
READY - Religious Education and DiversityPartner Institutions
University of AberdeenSchool of EducationScotland
University of London School of Education England
Staatliches Seminar für Didaktik und Lehrerbildung (Gymnasien) Tübingen / Germany
University of Karlstad / Sweden
Comenius-Institut Münster / Germany
Kirchliche Pädagogische Hochschule Wien-Krems / Austria
Department II / Subject Group:Religion – Ethics– Philosophy & Music
Ethics / Philosophy
Christoph Schilling, Marcel Remme & Kai Voss
Protestant RE Birgit Maisch-Zimmermann & Uta Knoerzer
Catholic RE Uta Hauf
MusicFrançois Förstel
Peter Kliemann
Keyaction II:
Strategicpartnershipsfor school education
“Cooperationforinnovationandtheexchangeofgoodpractices”
Ø Onlineexchange about teaching REand becoming anREteacher
Ø Guidelinesfor onlinecommunication &using the eTwinning platform(=“intellectual output 1“)
Ø Workingoncase studies about REand REteacher educationindifferentEuropeancountries(=“intellectualoutput3”)
Ø Preparing study visits of year 2/Guidelinesfor study visits(=“intellectual output 2“)
Ø DevelopingandexchanginglessonplansonReligionandDiversity(guidelines=“intellectualoutput4”)
RErun by faith communities or by the state?
Neutrality or impartiality?
REas asafe space?
‘We‘and the ‘others‘…
Religious vsnon-religiouswordviews?
Criticalthinking orteaching to the test?
Learningabout – learning from?
Overview or deep drilling?
‘Truth claims‘?
STUDYVISITSIntellectualoutput2
CONCEPT– OBJECTIVES
OBSERVATION– ANALYSIS– EVALUATION
HEINZIVKOVITS
CHURCHUNIVERSITYCOLLEGEOFEDUCATIONVIENNA /KREMS
2017
Inhowfardotherespectiveorganisational/didacticconcepts
ofREsupportthepupils’perspectiveofpluralityanddiversity?
ReligiousEducation- Sittinginthesameboat?
Objectives
• Teachertraineesandeducatorsasalearningcommunity
• Sharingofexperiencesbetweenpeoplewithdifferentreligious,culturalandpedagogicalbackground
• Practicalacquaintancewithculturalandreligioustraditions
• InsightsintoandexchangeofreligiouspedagogicalconceptsofRE
Cooperation&networking
Structureofexploration
Analysis Casestudiesinschools&classrooms
JobshadowingExploration Interviews&Observation
Documents WebsitesMissionstatements
Interaction Face-to-faceencounters Interviews Videotapings
Reflection Analysis Documentation
Underlyingconcepts
Phenomenographic
Identificationofdifferencesagainstabackgroundof
sameness
Ethnographic
Learningaboutacontextandthepeoplelivingorworking
init
Understandingtheirvalues,needs,motivationor
vocabulary
Criticalincidentanalysis
(Overlappingsituations)
Incidentsarisingfromcultural/religious
differencesorwherethereisaproblemofcross-culturaladaptation
Flanagan 1954
Monitoringtasks
• Whatkindofdiversitydoyouperceive?• Howisdiversityaddressed?•RE-lessons:Howarepupilsinvolvedintheirreligious/culturaldiversity?• RE&CollectiveWorship:Istheexistingreligiousdiversityinthisschool
reflectedintheformsofworshipoffered?• Informationwillbecollectedthroughobservation,interviews,videorecording
Diversity&Belonging
Lessonobservations
• Toexploreanddescribepupil/teacherinteraction,
andcommunicationpatternsinthecontextofdiversity
• Toidentifycriticalincidents oroverlappingsituationsinthecontextofdiversityandhow
teachers/pupilsdealwiththem
Purpose
Note:Analysisoflessonsfromadidacticormethodologicalperspectiveisnotthemainaimof
theobservationphase
Lesson topic: possible triggers of war (with R. Singh)
Very large room, 29 kids mixed, some girls wearing turbans. Huge plasma screen,whiteboard on side, some students with their backs to it.
„R + N + E + I = W“ (Religion + Nationalism + Economics + Ideas = War)
In the lesson, there was a lot of “ex-cathedra teaching”, but the pupils are always giventhe opportunity to exchange ideas or write their own opinions. Singh gave manyexamples of the trigger for wars, from the region of India, but also Europe and Africa.
He knew that different religions are represented in the class, but he didn’t knowwhich pupil has which religious affiliation.
Anette teaches in 6 different classes. In RE she wants to describe a little how it is to be part of a specific religion. Her special T-shirt refers to world religions.
On her necklace she wears a cross, which symbolizes the topic of the following lesson.
Her coffee-cup in the stuff-room, where we met and got a first impression of the school, shows the mosaic of Tabgha, with the 5 breads and the 2 fish. She bought it during a trip to Israel.
Evaluation- Logbook
• FEELINGSWaysinwhichmycuriosityandinterestwerearoused(examplesfromordinarydailyschoollife,especiallywhentheymademere-considermyownreligion/culture)
• KNOWLEDGEThemostimportantthingsIhavelearntaboutdealingwithreligious/culturalvarietyatschoolThemostimportantthingsIhavelearntabouttheorganisationofRE
• ACTIONSCriticalincidentsorfeaturesthatcanberelatedtothedifferentreligions/culturespresentintheclassroomExamplesoftimeswhenIhadtoaskquestionsandworkoutmyownanswers(tounderstandreligious/culturalcustomsandbeliefs)
Concluding your observations, do the observed RE lessons facilitate the dialogue betweenstudents of different faiths in this school?
Not at all, as the teachers do not seem to be interested in the different faiths of their pupils. One told usthat he himself does not believe in God. For him it is easier not to know the belief of his pupils and hedoes not know any facts about the family or religious background of the pupils.
Logbookexcerpts
I think it is not possible to convert this system to Austria one-by-one. Firstly, the school systemhas a different structure; and secondly, access to one's religion/denomination seems to get lost. Asan ideal, I would prefer a dual system: Religious Education (focus: ethics, basics, interrelatedness...) as a compulsory subject for all and confessional education in the ratio 50:50. So the pupils canlearn together, with and from “the others”, but in the second phase it also can sharpen theunderstanding of one’s own religion/denomination.