Teacher agency, secularisation, and interdisciplinarity in religious education

an exploratory Scottish study

Research output: Contribution to conferencePaper

Abstract

Interdisciplinary approaches to teaching and learning have gained popularity in Scottish education, and yet to date there is a lack of empirical evidence regarding how this might impact on ‘less popular’ subjects in the curriculum such as Religious Education (RE). While acknowledging the potential gains of an interdisciplinary approach for RE, what is problematised is this article is that if poorly implemented interdisciplinary approaches have the potential to threaten the viability of RE as a subject of study in schools. To the extent that contrary to government policy (policy as ‘text’), in many Scottish non-denominational schools the nomenclature of RE itself has been changed to reflect the curricular area that now come to dominate the subject. The article argues that schools should not lose sight of what the main purpose of RE ought to be, which first and foremost, is about the critical but sympathetic study of religion. Otherwise if interdisciplinary learning is implemented in such a way that issues from other disciplines end up subsuming RE, then on which ground would this subject actually stand as a specialist curriculum area in the study of religion in schools?
Original languageEnglish
Publication statusPublished - 24 Mar 2018
Event62nd Annual Meeting of the Comparative and International Education Society: Re-mapping Global Education: South-North Dialogue - Mexico City, Mexico
Duration: 25 Mar 201829 Mar 2018
https://cies2018.org/

Conference

Conference62nd Annual Meeting of the Comparative and International Education Society
Abbreviated titleCIES 2018
CountryMexico
CityMexico City
Period25/03/1829/03/18
Internet address

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interdisciplinarity
secularization
religious education
teacher
school
Religion
curriculum
subject of study
government policy
learning
popularity
lack
Teaching
evidence
education

Cite this

Matemba, Y. H. (2018). Teacher agency, secularisation, and interdisciplinarity in religious education: an exploratory Scottish study. Paper presented at 62nd Annual Meeting of the Comparative and International Education Society, Mexico City, Mexico.
Matemba, Yonah Hisbon. / Teacher agency, secularisation, and interdisciplinarity in religious education : an exploratory Scottish study. Paper presented at 62nd Annual Meeting of the Comparative and International Education Society, Mexico City, Mexico.
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Matemba, YH 2018, 'Teacher agency, secularisation, and interdisciplinarity in religious education: an exploratory Scottish study' Paper presented at 62nd Annual Meeting of the Comparative and International Education Society, Mexico City, Mexico, 25/03/18 - 29/03/18, .

Teacher agency, secularisation, and interdisciplinarity in religious education : an exploratory Scottish study. / Matemba, Yonah Hisbon.

2018. Paper presented at 62nd Annual Meeting of the Comparative and International Education Society, Mexico City, Mexico.

Research output: Contribution to conferencePaper

TY - CONF

T1 - Teacher agency, secularisation, and interdisciplinarity in religious education

T2 - an exploratory Scottish study

AU - Matemba, Yonah Hisbon

PY - 2018/3/24

Y1 - 2018/3/24

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AB - Interdisciplinary approaches to teaching and learning have gained popularity in Scottish education, and yet to date there is a lack of empirical evidence regarding how this might impact on ‘less popular’ subjects in the curriculum such as Religious Education (RE). While acknowledging the potential gains of an interdisciplinary approach for RE, what is problematised is this article is that if poorly implemented interdisciplinary approaches have the potential to threaten the viability of RE as a subject of study in schools. To the extent that contrary to government policy (policy as ‘text’), in many Scottish non-denominational schools the nomenclature of RE itself has been changed to reflect the curricular area that now come to dominate the subject. The article argues that schools should not lose sight of what the main purpose of RE ought to be, which first and foremost, is about the critical but sympathetic study of religion. Otherwise if interdisciplinary learning is implemented in such a way that issues from other disciplines end up subsuming RE, then on which ground would this subject actually stand as a specialist curriculum area in the study of religion in schools?

M3 - Paper

ER -

Matemba YH. Teacher agency, secularisation, and interdisciplinarity in religious education: an exploratory Scottish study. 2018. Paper presented at 62nd Annual Meeting of the Comparative and International Education Society, Mexico City, Mexico.