Book Cover 1
Imprint 4
Contents 5
Introduction (Martin Rothgangel, Kerstin von Brömssen, Hans-Günter Heimbrock and Geir Skeie) 7
1. The issue 7
2. The origin 8
3. The articles 9
4. Acknowledgments 12
Socio-spatial theories – a short introduction (Kerstin von Brömssen ) 15
A view back 16
Religious studies and socio-spatial theories 17
Education and socio-spatial theories 17
References 18
Theoretical and methodological aspects of the concepts of place and space (Ina ter Avest and Cok Bakker) 21
1. Introduction 21
2. From ‘time’ to ‘place’ 21
3. From ‘non-place’ to ‘place’ 23
4. The architecture of ‘place’ 24
5. ‘Society of mind’ 25
References 26
A phenomenological approach (Hans-Günter Heimbrock) 29
1 Location, place and space 29
2 Religious Education 31
References 32
Location, place and space (Julia Ipgrave) 33
1. Introduction 33
2. Definitions and relationships 33
3. Examples of location, place and space 35
3.1 Clonmacnoise, Co. Offally 35
3.2 India and Navratri celebration in a Leicester school hall 35
3.3 A corner of Nye Bevan Estate, Hackney 36
4. Final word: religion and the school 37
Spatial and temporal explanations in researching religious education (Nigel Fancourt) 39
Introduction 39
Two spatial turns 39
Problematising the temporal in research on religious education 40
Accounting for the temporal in the spatial 41
References 43
The RE classroom as a safe public space. Critical perspectives on dialogue, demands for respect, and nuanced religious education (Christina Osbeck, Karin Sporre and Geir Skeie) 49
Abstract 49
1. Introduction 49
2. Previous Research 50
3. Three theoretical perspectives 53
3.1 The Interpretive Approach 53
3.2 The Interactive Universalism of Seyla Benhabib 54
3.3 Discursive power challenging edificative and enlarged dialogues 55
4. Re/presenting and discussing Islam in an RE class – an ‘unsafe’ empirical example 55
4.1 A short summary of the lesson 56
4.2 Conflicting worldview discourses – an overarching interpretation of the processes affecting the dialogue 57
4.3 To become (an abstract) representative of a religion 57
4.4 Focus on colloquial aspects of practice 59
4.5 Sexual morality and nudity as central Islamic questions 60
4.6 Teacher’s difficulty in changing the hegemonic speech genre 60
4.7 The classroom communication as examples of edificative and enlarged dialogues? 61
5. Discussion 61
References 63
In different worlds. Religious discourses in students’ space in three upper secondary schools in Sweden (Kerstin von Brömssen and Signild Risenfors) 67
Abstract 67
1. Introduction 67
2. Theoretical approach – relational place and space 69
2.1 Interviews as conversations 70
2.1.1 Three different schools within the same urban area 71
2.2 The overarching discourse – “Religion is not important” 72
2.2.1 School X – a critical educational discourse 73
2.2.2 School Y – a discourse of diversity 75
2.2.3 School Z – a cultural “Bildung” discourse 77
Conclusion 80
References 83
Crucifixes in classrooms. The pedagogical assumptions of the European Courts (Nigel Fancourt) 87
Abstract 87
Introduction: law, religion and education across Europe 87
Lautsi v Italy: the case 89
Pedagogy and ‘passive symbols’ 92
Socio-cultural theories of visual culture 94
A spatial pedagogy of religious symbols 96
Conclusion 98
References 99
Place attachment and sense of place Transformation of spaces into places children feel attached to (Ina ter Avest and Cok Bakker) 101
Abstract 101
1. Introduction 101
2. Location, three primary schools in the Bijlmerdistrict in Amsterdam 102
3. Theoretical framework 104
4. Research method, presentation of data and preliminary results of data-analysis 106
4.1 Presentation of data 107
4.2 Preliminary results and reflection 108
5. Concluding remarks and recommendations 109
References 110
Transforming local places to learning spaces in religious education. Revisiting a collaborative research project (Geir Skeie) 115
Abstract 115
1. Introduction 115
2. Setting the scene. Symbolic landscapes 116
3. Location of the community of practice seminars 117
4. Moving out of the local and national comfort zone 119
5. Nature as ‘place’ and a ‘space’ 120
6. The house as a ‘place’ and room as ‘space’ 122
7. Discussion 125
References 128
The relevance of location, space and place for religion teachers. A secondary analysis of an empirical study in Germany (Martin Rothgangel in cooperation with Christhard Lück and Philipp Klutz) 131
Abstract 131
1. Sample, method, and context of the study 132
1.1 Sample and method 132
1.2 Context of the study 133
2. Findings from the secondary analysis 134
2.1 The reference field of religion teachers 134
2.2 Religious education as a safe space 136
2.3 Religious education: A place for denominations without separation 137
2.4 The position of religious education in the schools context 139
2.5 Cooperation with local parishes 141
2.6 Cooperation with non-Christian religious communities 143
2.7 Training – local and interregional 146
3. The relevance of location, space and place for religion teachers 146
References 148
No location. The problem of indirect encounters with religion in secular schools (Kåre Fuglseth) 151
Abstract 151
1. Indirect teaching and location 151
2. Empirical basis 152
3. Indirect encounters generally 154
4. Indirectisation 157
5. Spatial aspects of indirect teaching of religion 158
References 159
Adolescent lifestyle groups, their favorite places and challenges for religious education. An empirical study in a rural area of Germany (Carsten Gennerich) 163
Abstract 163
1. Introduction 163
2. Theory 163
2.1 The concept of place 164
2.2 Adolescent lifestyle groups 164
3. Method 166
4. Results 168
5. Discussion 178
References 181
The category of space in the historiography of religious education. Transnational perspectives (David Käbisch) 185
Abstract 185
1. What does ‘transnational perspectives’ mean? 186
2. What does the category of space mean in the historiography of education? 190
3. What does the ‘spatial turn’ mean in the historiography of religious education? 192
4. Conclusion 195
References 196
Imagining the place. The multiple meanings of a school chapel (Julia Ipgrave) 199
Abstract 199
1. Introduction 199
2. Storying the chapel 201
3. Countering the story 203
3.1 Incomprehension of the story 203
3.2 Divergent telling of the story 203
3.3 Alternative story 204
3.4 Resistance to the story 204
3.5 Disengagement from the story 205
4. Experiencing the space 205
5. Imagining the place 207
6. Summary 208
References 208
Church pedagogy. Exploring churches in religious education (Silke Leonhard) 209
1. RE and church pedagogy: “Giving space to lived religion” 209
2. Take a seat at the Market Church, Hannover 210
3. On-site visit: A body-spatial exploration 211
4. Walking on memorial traces: Ruined St. Aegidii Church 212
5. Following historical footsteps: Wounded place – Space for vulnerability 213
6. Conclusions und outlook 214
References 215
Mapping inner space (Hans-Günter Heimbrock) 217
Abstract 217
An unexpected discovery 217
1. RE: From instruction of facts to stimulation of imagination 218
2. Maps: How is the World? 220
3. Mapping: Irritating the geographical view 223
4. Mapping inner experience 225
5. On the way towards a new geography in RE 228
References 230
Authors 233