Teachers Responding to Religious Diversity in Europe. Researching Biography and Pedagogy (eBook)

Contents 6
Analysis of the Teachers’ Responses to Religious Diversity in the Course of the REDCo Project – A Foreword 8
Introduction 8
The context of this book: the REDCo project 9
The impact of the teachers’ study for REDCo 10
References 11
The Voice of the Teacher(s) – Researching Biography and Pedagogical Strategies 14
1. REDCo research in the European context 14
2. Theoretical framework 16
3. Methodology 25
References 27
Individuality and Inclusion – English Teachers and Religious Diversity 30
1. The English context 30
2. Teaching context in England 31
3. Short biographical information on the English respondents 32
4. Intra-national comparison and analysis in England 33
5. Conclusion 40
Reference 41
Challenges in Creating Respect for Diversity – Estonian Teachers and Religious Diversity 42
1. Estonian context 42
2. Teaching context in Estonia 43
3. Short biographical information on the Estonian respondents 44
4. Intra-national comparison and analysis in Estonia 44
5. Conclusion 52
References 53
Teaching Diversity in the French Secular School – Between Deontological Distanciation and Personal Commitment 56
1. The French context 56
2. Teaching context in France 57
3. Short biographical information on the French respondents 58
4. Intra-national comparison and analysis in France 59
5. Conclusion 67
References 68
Interreligious Learning and Students’ Personal Development – German Teachers in Hamburg and Religious Diversity 70
1. The German context 70
2. Teaching context in Germany 71
3. Short biographical information on the German respondents 73
4. Intra-national comparison and analysis in Germany 74
5. Conclusion 80
References 81
The Power of Personal Commitment – Dutch Teachers and Religious Diversity 82
1. The Dutch context 82
2. Teaching context in the Netherlands 83
3. Short biographical information on the Dutch respondents 85
4. Intra-national comparison and data analysis 86
5. Conclusion 94
References 95
‘Sameness’ as Norm and Challenge – Norwegian Teachers and Religious Diversity 96
1. The Norwegian context 96
2. Teaching context in Norway 97
3. Short biographical information on the Norwegian respondents 98
4. Intra-national comparison 99
5. Conclusion 108
References 110
International Comparison: Commonalities and Differences of 36 Teachers Teaching Religion( s) in Europe 112
1. Introduction 112
2. The biography of the teacher 113
3. Perception of diversity 116
4. Aims and strategies of religion in/and education 120
Reference 127
Epilogue: Research on Teaching in the Context of Diversity – a Nomadic Journey 128
References 132
Appendix: Theme List for Semi-Structured Interviews 134
Appendix – Portraits of the Respondents 138
Portraits of the English Respondents 138
Zamaan’s Portrait 138
Marion’s Portrait 140
Jane’s Portrait 141
Ellie’s Portrait 144
Lesley’s Portrait 146
Theresa’s Portrait 148
Portraits of the Estonian Respondents 150
Loviise’s Portrait 150
Liisa’s Portrait 152
Heli’s Portrait 154
Peter’s Portrait 156
Kadri’s Portrait 158
Ets’ Portrait 160
Portraits of the French Respondents 162
Francis’ Portrait 162
Anne’s Portrait 164
Sophie’s Portrait 165
Christophe’s Portrait 168
Virginie’s Portrait 169
Alain’s Portrait 171
Portraits of the German Respondents 173
Hans’ Portrait 173
Matthias’ Portrait 174
Johann’s Portrait 176
Franziska’s Portrait 178
Mara’s Portrait 180
Katharina’s Portrait 182
Portraits of the Dutch Respondents 185
Arnold’s Portrait 185
Boukje’s Portrait 187
Chris’ Portrait 188
Dirk’s Portrait 190
Esmir’s Portrait 192
Frederik’s Portrait 194
Portraits of the Norwegian Respondents 197
Astrid’s Portrait 197
Bjørg’s Portrait 199
Carl’s Portrait 202
Dagrunn’s Portrait 204
Einar’s Portrait 206
Frida’s Portait 208
References 211
List of Authors 212