Spaces of contest for religious education reform in comparative perspectives: Scotland and Malawi as cases

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    Abstract

    Educational reforms, particularly in a contested subject such as Religious Education (RE), have unsettled boundaries principally because actors demand or expect different outcomes of these reforms. In the cases of Scotland and Malawi the present paper examines how different stakeholders have engaged with RE reforms. It thus ascertains whether, if at all, there are major points of difference on salient issues that underscore the micro-politics of RE reform in radically diverse national contexts, one African (Malawi) and other European (Scotland). It concludes that despite the complexity of RE as a school subject and subtle differences in national contexts in which it is debated and constructed, there is greater similarity on issues that underpin the micro-politics of RE reform in transnational contexts.
    Original languageEnglish
    Pages (from-to)366-386
    JournalCompare: A Journal of Comparative and International Education
    Volume43
    Issue number3
    DOIs
    Publication statusPublished - 2013

    Keywords

    • Religious Education
    • micro-politics of reform
    • Scotland and Malawi

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