Epistemic Literacy as an Aim for Religious Education and Implications for Teacher Education

Stones, Alexis; Fraser-Pearce, Jo

doi:10.5040/9781350178434.0014

Cited by 7 publications

(4 citation statements)

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“…Kueh is referring to what Young (2008) has called 'everyday knowledge', and this area is certainly where personal values and ethical dispositions exist. Indeed, the fertile relationships between expert and everyday knowledge are expounded in notions of 'epistemic literacy', whereby literacy is a capability to navigate different 'knowledges' in the curriculum and enacted curriculum (Pearce et al, 2021;Stones and Fraser-Pearce, 2022).…”

Section: Addressing the Hidden Dimension In Subject Knowledge: Some W...mentioning

confidence: 99%

“…Interdisciplinary freedom informed by values might be understood as praxis for the teacher. If the mechanisms of the formation of the subject and its boundaries, and the educational values at play, are made visible, then the teacher's and student's agency is enacted through their interrogation therein (Stones and Fraser-Pearce, 2022). For example, the teacher might make the provenance or socio-epistemic culture of the knowledge in the curriculum explicit to students.…”

Section: Addressing the Hidden Dimension In Subject Knowledge: Some W...mentioning

confidence: 99%

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Disciplinary knowledge for what ends? The values dimension of curriculum research in the Anthropocene

Mitchell

Stones

2022

Lond. Rev. Educ.

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This article makes the case for repositioning values and ethics as central to understanding how curriculum knowledge can be educationally powerful. Disciplinary knowledge can help individuals make sense of the present, explore alternative futures and participate in society, making ethical choices about how to live. This, however, depends on particular relationships between curriculum, disciplinary knowledge, values and ethical perspectives. We argue that the recent research agenda exploring disciplinary knowledge underplays the values dimension in how curriculum knowledge is constructed and used. First, we give an overview of the recent thrust of curriculum debates in subject education communities, placing this in some historical context. Here, we recognise the need to make a robust case for school subjects and their important relationship with disciplines. We go on to examine some arguments around the role of knowledge in curriculum. Taking the concept of the Anthropocene (the human epoch of the planet) and from our perspectives as geography and religious education educators, we propose a focus on ethical disposition and interdisciplinarity to make the values dimensions of curriculum knowledge more visible.

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Section: Addressing the Hidden Dimension In Subject Knowledge: Some W...mentioning

confidence: 99%

Section: Addressing the Hidden Dimension In Subject Knowledge: Some W...mentioning

confidence: 99%

Disciplinary knowledge for what ends? The values dimension of curriculum research in the Anthropocene

Mitchell

Stones

2022

Lond. Rev. Educ.

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“…We have articulated elsewhere that the ethical underpinning of epistemic literacy (due to its relationship to justice) is helpfully expressed within the pedagogical and ethical structure of Bildung (Stones and Fraser-Pearce 2022). Through collaboration and exchange as part of an international network with University College London, Karstad and Helsinki Universities (KOSS network, funded by the Swedish Research Council), we have developed epistemic literacy further as a proposed aim for RE with implications for teacher education grounded in Bildung, both for the pupil and teacher.…”

Section: What Approaches To Teaching and Learning Hinder And What App...mentioning

confidence: 99%

“…We propose that an urgent 'epoch-typical problem' for RE, such as Klafki identifies, is the epistemic plurality, lack of epistemic literacy and epistemic injustice among some students (and teachers) that our empirical study suggests. In our aforementioned work (Stones and Fraser-Pearce 2022), we make the case for epistemic literacy as a crucial tool for teachers to deconstruct the transformations, or 'recontextualization' (see Bernstein 2000), of pedagogical content ranging from curriculum to textbooks and resources. The teacher's development of her own epistemic literacy allows her to see the epistemological and normative workings of pedagogical content in addition to being aware of her own epistemic biases, preference and blind spots that Gottlieb and Wineburg's (2012) study suggests.…”

Section: What Approaches To Teaching and Learning Hinder And What App...mentioning

confidence: 99%

Is there a place for Bildung in preparing Religious Education teachers to support and promote epistemic justice in their classrooms?

Stones¹,

Fraser-Pearce²

2022

j. relig. educ.

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This article draws on an empirical research project in which we explore the roles and understandings of knowledge in Religious Education (RE). Plural understandings of knowledge in schools (and society) lead us to concerns about the relationships between knowledge and social justice. We define epistemic literacy as the capability to recognise, and critically use, different types of knowledge. We also clarify that one’s own relationship with knowledge(s) is significant and is, therefore, important for students and teachers to develop to respond to the epistemically plural RE curriculum and classroom. Drawing on literacy frameworks to identify the need for non-hierarchical conceptualisations of knowledge that include the expert and everyday (Hannam et al., 2020; Shaw, 2019, Vernon 2020), we acknowledge the need for a particular disposition when approaching knowledge about religion and worldviews. Building on the analysis of our empirical study and subsequent developments of epistemic literacy, we revisit the notion of epistemic justice (Fricker, 2007) and present a theoretical justification for the experiential preparation of teachers that draws on Biesta’s (2002) reformed Bildung of encounter and Rawls’ “veil of ignorance” (Rawls, 2005). What emerges from these reflections on the future of Bildung is, therefore, an image of a learning society conceived as a society in which the real encounters with who and what is other are a constant and continuous possibility. (Biesta, 2002, p. 350)

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After religious education: lessons from continental pedagogy

Lewin

2023

j. relig. educ.

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This paper takes up the theme of divergent political and educational paths in Religious Education (RE) by drawing out some educational theories from the German tradition of what is sometimes called ‘continental pedagogy’. As a development of work undertaken within the After Religious Education project, my interest in this paper is what these theories have to say about one aspect of education, namely the educational logic governing curricular presentation and representation. Within the German tradition, there is an established focus on ‘didactics’ (the theory and practice of teaching) which informs the approach taken here. Rather than seeing RE as a particular corner of the curriculum with its own unique challenges, my main argument is that RE theory is part of wider educational landscape and therefore it could usefully engage more actively with the tradition of general didactics. The argument will present and contextualize the work of Wagenschein and Klafki, educational theorists who are not well known among Anglophone theorists of RE, but who offer insightful considerations of the holistic formation of the person to which RE can make a vital contribution.

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Epistemic Literacy as an Aim for Religious Education and Implications for Teacher Education

Cited by 7 publications

References 0 publications

Disciplinary knowledge for what ends? The values dimension of curriculum research in the Anthropocene

Disciplinary knowledge for what ends? The values dimension of curriculum research in the Anthropocene

Is there a place for Bildung in preparing Religious Education teachers to support and promote epistemic justice in their classrooms?

After religious education: lessons from continental pedagogy

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