ERIC Number: EJ1358255
Record Type: Journal
Publication Date: 2022-Nov
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1442-018X
EISSN: EISSN-2199-4625
Is There a Place for "Bildung" in Preparing Religious Education Teachers to Support and Promote Epistemic Justice in Their Classrooms?
Stones, Alexis; Fraser-Pearce, Jo
Journal of Religious Education, v70 n3 p367-382 Nov 2022
This article draws on an empirical research project in which we explore the roles and understandings of knowledge in Religious Education (RE). Plural understandings of knowledge in schools (and society) lead us to concerns about the relationships between knowledge and social justice. We define epistemic literacy as the capability to recognise, and critically use, different types of knowledge. We also clarify that one's own relationship with knowledge(s) is significant and is, therefore, important for students and teachers to develop to respond to the epistemically plural RE curriculum and classroom. Drawing on literacy frameworks to identify the need for non-hierarchical conceptualisations of knowledge that include the expert and everyday (Hannam et al., 2020; Shaw, 2019, Vernon 2020), we acknowledge the need for a particular disposition when approaching knowledge about religion and worldviews. Building on the analysis of our empirical study and subsequent developments of epistemic literacy, we revisit the notion of epistemic justice (Fricker, 2007) and present a theoretical justification for the experiential preparation of teachers that draws on Biesta's (2002) reformed Bildung of encounter and Rawls' "veil of ignorance" (Rawls, 2005).What emerges from these reflections on the future of "Bildung" is, therefore, an image of a learning society conceived as a society in which the real encounters with who and what is other are a constant and continuous possibility.(Biesta, 2002, p. 350)What emerges from these reflections on the future of "Bildung" is, therefore, an image of a learning society conceived as a society in which the real encounters with who and what is other are a constant and continuous possibility.(Biesta, 2002, p. 350)
Descriptors: Religious Education, Social Justice, Knowledge Level, World Views, Teacher Education, Social Influences, Philosophy, Knowledge Management
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A