Engaging with religious epistemologies in the classroom: Implications for civic education

Abstract

Our point of departure in this paper is the observation that in many secular societies—which may be so in variable degrees, especially in the West—as well as in societies emerging out of religious conflict, there may be the perception that educational systems ought to promote civic values while sidestepping religious or cultural values. This entanglement, in our view, presents a challenge that is deeply political, because effective participation in a society is directly relevant to ideals about equity, social justice, power relations, and the common good. We suggest that when religious and cultural affiliations are excluded from such ideals, this makes effective participation more possible or perhaps less so, especially for certain social groups such as minority and marginalized groups or groups that have been victimized in a conflict situations.

Education for Religion: An Islamic Perspective

“…The saying "easier said than done" aptly applies here. Considering that religious students and teachers often operate based on religious epistemologies and assumed truths, which shape their understanding of what constitutes legitimate knowledge (Bekerman and Zembylas 2017), it presents a significant challenge for them to move beyond entrenched, specific, and tangible interpretations of religion. To circumvent this issue, it is proposed that teachers adopt the role of "pedagogical bricoleurs".…”

Active civic education using project-based learning and attitudes towards civic engagement

“…Participatory learning can provide a rare opportunity for the development of interper¬sonal relationships across community divisions and create bridging capital in the long term (Levinson, 2012;McMurray & Niens, 2012). A participatory experience that provides young people with a sense of belonging to the community, a sense of empowerment and an enhancement of their personal development may motivate further engagement in society (Bekerman & Zembylas, 2017;Henderson & Tudball, 2017;Brodie-McKenzie, 2020). Brodie-McKenzie (2020) noted that citizenship education could empower young people as citizens.…”

“…Furthermore, the teaching of citizenship must be supplemented with a more thorough understanding of the ways in which young people actually learn democratic citizenship through their participation in a range of formal and informal practices. Scholars suggest focusing on the interplay between the contexts of those actions, the relationships within and across contexts, and the dispositions that young people bring to such contexts and relationships Active civic education using project-based learning and attitudes towards civic engagement Akirav (Bekerman & Zembylas, 2017;Henderson & Tudball, 2017;Duffy et al, 2022). Henderson and Tudball (2017) examined the extent to which the Australian Curriculum for Civics and Citizenship Education provides opportunities to educate young people to be active and critical citizens.…”

“…Furthermore, civic education can help young people improve their understanding of democracy (Kennedy, 2019). Active civic education can provide a participatory experience that enables young people to feel that they belong to the community and encourages them to become more active in it (Kiwan, 2008;Bekerman & Zembylas, 2017). Thus, universities and colleges play an increased role in the civic education process.…”

Education for Religious Pluralism in Islam: One Book or Series of Books, a Singular Message or Myriad Messages?

“…Easy to say, hard to do. Given that religious students and teachers often act upon religious epistemologies and axiomatic facts that influence their engagement with what counts as legitimate knowledge, and what is not (Bekerman and Zembylas 2017), it would be difficult for them to escape the essentialized, particularized, and materialized conceptions of religion. Therefore, as suggested by Zembylas et al (2018, p. 401).…”