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Schooling indifference : reimagining re in multi-cultural and gendered spaces

Author: John I'Anson; Alison E Jasper
Publisher: Abingdon, Oxon ; New York, NY : Routledge is an imprint of the Taylor & Francis Group, an Informa Business, [2017]
Series: Gender, theology and spirituality, 19
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:
"This book is concerned with re-imagining Religious Education (RE) as this is practiced in schools, colleges and universities throughout the UK and in a wide variety of international educational contexts.On the basis of a critical analysis of current theory and practice in RE the authors argue that this educational framing is no longer plausible in the light of new theoretical developments within the academy. A new  Read more...
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Genre/Form: Electronic books
Additional Physical Format: Print version:
I'Anson, John.
Schooling indifference.
Abingdon, Oxon ; New York, NY : Routledge is an imprint of the Taylor & Francis Group, an Informa Business, [2017]
(DLC) 2017005847
(OCoLC)971356346
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: John I'Anson; Alison E Jasper
ISBN: 9781351654746 1351654748
OCLC Number: 990300176
Description: 1 online resource.
Contents: Cover; Title; Copyright; Contents; Acknowledgements; Introduction; PART 1 Diagnostic; 1 Diagnosing Indifference-An Historical Analysis; (i) Introduction; (ii) After Smart; (iii) The Business Case?; (iv) The Definition of Religion; (v) Conclusion; 2 Assembling RE-Spaces, Relations and Translations; (i) Introduction; (ii) Religion and Education?; (iii) RE and the Spatialities of Knowledge Production; (iv) 'Religion': Felicity Conditions; (v) Objectivity and Scientific Practice: Mapping Translations; (vi) RE and the Work of Translation; (vii) Forms of Translation: The Concept of Belief (Viii) Examining RE(a) The Qualifications Framework: Sameness and Equivalence; (b) Examination Practices: Acts of Writing; (c) Curriculum Arrangements: Ordering Practices; (d) Producing Religion, Subjectivity and Truth; (ix) Conclusion; PART 2 Thinking Otherwise-Resisting Indifference; 3 Thinking Otherwise-Spinoza and Foucault; (i) Introduction; (ii) The Rhetoric of Neutrality: A Metaphorical Critique; (iii) Privileging the Visual: Some Consequences; (iv) Imaginaries; (v) Re-Imagining Cultural Difference: Spinoza; (vi) Spinoza's Contribution; (a) Orientation to Analysis: Conatus (B) Mode of Analysis: Ethology(c) Access to Truth: Philosophy and Spiritual Exercise (Askêsis); (vii) Conclusion: Towards Uncommon Sense?; 4 Thinking Otherwise-Gender in the Mix; (i) Introduction; (ii) Transcendence Incarnate; (iii) Neighbourliness; (iv) Re-Vising Spirituality; (v) Becoming Undone; (vi) Conclusion; 5 Thinking Otherwise-The Anthropology of Islam; (i) Introduction; (ii) Points of Departure; (iii) Islam as a Tradition; (a) Al-Ghazālī; (b) Do Dreams Matter?; (c) Different Types of Dreams; (d) Are Jinn Actants?; (iv) Case Study: Jinn and Multiple Ontologies (V) The Work of ImaginingPART 3 Remediation-Beyond Indifference?; 6 Remediation-Imagining Otherwise; (i) Introduction; (ii) Mapping into Knowledge: From Epistemology to Ontology; (iii) William James's Relational Universe: Towards a Radical Empiricism; (iv) Some Ontological Implications of James's Radical Empiricism; (v) Towards an Ontology of the Virtual; (vi) Towards a Heuristic for Re-Connecting Higher Education and Schools; (vii) Three Elements of RE: Towards a Heuristic; (a) The Critical Element; (b) The Experimental Element; (c) The Ethical Element; (viii) The Three Elements in Practice (Ix) Re-Thinking Educational Practice Beyond Indifference: Towards Empirical Practice7 Teasing Out the Cross-Cutting Themes; In Conclusion; Index
Series Title: Gender, theology and spirituality, 19
Responsibility: John I'Anson and Alison Jasper.

Abstract:

"This book is concerned with re-imagining Religious Education (RE) as this is practiced in schools, colleges and universities throughout the UK and in a wide variety of international educational contexts.On the basis of a critical analysis of current theory and practice in RE the authors argue that this educational framing is no longer plausible in the light of new theoretical developments within the academy. A new educational approach to RE is outlined that challenges students to think and practice differently. This includes a 'becoming ethnographer' approach that can acknowledge socio-material relations and engage the broader literacies necessary for such study.Part One examines how RE has been constructed as a discipline in historical and spatial terms that abstract its study from material concerns. Part Two offers some new starting points: Spinoza, Foucault and feminist theory that differently foreground context and relationality, and 'Islam' read as a discursive, located tradition rather than as 'world view'. Finally, Part Three proposes a new trajectory for research and practice in RE, with the aim of re-engaging schools, colleges and universities in a dialogue that promotes thinking and practice that--as educational - is continually in touch with the need to be critical, open-ended and ethically justifiable."--Provided by publisher.

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