Religious literacy, moral recognition, and strong relationality

Richardson, Michael J.

doi:10.1080/03057240.2017.1324771

Cited by 11 publications

(7 citation statements)

References 19 publications

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“…Religion is often the subject of disagreement among educators (e.g. Cooling, 2012;Moulin& Robson, 2012;Richardson, 2017). While it is approached in different ways depending on national context, its role in education has been deeply contested historically and remains controversial worldwide (Berglund, Shanneik, & Bocking, 2016).…”

Section: Religion Education and Character Developmentmentioning

confidence: 99%

Relationships between religion, risk behaviors and prosociality among secondary school students in Peru and El Salvador

Moulin‐Stożek

Irala

Beltramo

et al. 2018

Journal of Moral Education

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Section: Religion Education and Character Developmentmentioning

confidence: 99%

Relationships between religion, risk behaviors and prosociality among secondary school students in Peru and El Salvador

Moulin‐Stożek

Irala

Beltramo

et al. 2018

Journal of Moral Education

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“…Such models in RE can be termed religious literacy, which is a concept that has been in use since the 1990s. The concept of religious literacy has been employed by, among others, von Brömssen (2013); Conroy (2016), Dinham (2016b), Dinham and Francis (2015), Dinham and Shaw (2017), Franken (2017), Goldburg (2010), Moore (2007Moore ( , 2019, Papen (2005), Prothero (2008), Richardson (2017), Sahin (2017), Shaw (2019) and Wright (1993Wright ( , 2000Wright ( , 2004Wright ( , 2010Wright ( , 2015 and very recently by Muhammed Azeem Ashraf (2019) and Chan et al (2019). These researchers come from various national, as well as different scientific traditions in relation to researching religion, religious literacy and education.…”

Section: Religious Literacymentioning

confidence: 99%

“…A Cultural Studies Approach to the Study of Religion in Secondary Education.' A slightly different way of formulating the concept religious literacy can be found in Richardson (2017). He views religious literacy, based on readings of several scholars, as 'an individual and social good, from the ability of individuals to make informed choices about the beliefs that influence their moral understandings, to the moral goods of increasing understanding respect and tolerance, and responsible political and civic engagement' (Richardson 2017, 364).…”

Section: Religious Literacymentioning

confidence: 99%

Religious literacy in the curriculum in compulsory education in Austria, Scotland and Sweden - a three-country policy comparison

Brömssen

Ivkovits

Nixon

2020

Journal of Beliefs & Values

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This article presents analyses of curricula in religious education (RE) for public schools in Austria, Scotland, and Sweden. A curricula is the plan that outlines the goals, content and outcomes in education. A critical discourse analysis approach (CDA) is used to explore how each national RE curricula constructs (a) the aims, status and purpose of state-maintained RE (b) the teaching and learning objectives, and contents, and (c) what skills and attitudes the processes of learning aim to develop; together, these can be considered to construct students' religious literacy in the curricula. Theoretical frameworks are from curriculum studies, as well as from literacy studies, with the aim of deepening the knowledge on RE, as well as the discussion on religious literacies from various national curriculum contexts. The analysis shows that although the curricula focus on the same topic, namely RE, they rely on different conceptions of curriculum, as well as on various forms of religious literacy.

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“…However, the inclusion of religion in Western secular school curricula is contested (Conroy et al 2012;Jackson 2016;Jödicke 2013;Smyth et al 2013;Weisse 2010). Yet, developing meaningful understandings about religion remains one of the most important sociocultural dynamics that shape societies (Dinham and Francis 2015;Habermas 2006;Revell 2012;Richardson 2017). Individuals who develop accurate understandings of religion are able to analyse how and in what ways religions intersect with social, cultural, and political contexts (Prothero 2008).…”

Section: Religious Literacymentioning

confidence: 99%

“…This raises questions as to whether teachers should be neutral in their delivery of religious content, and whether this is achievable in practice (Martínez-Torrón and Durham 2012; Zaver 2015). Ultimately, developing religiously literate young people is grounded in the notion that individuals should affirm religions, in all its diverse forms, and be able to engage in open and respectful communication with others who identify with different (and no) faith traditions (Richardson 2017).…”

Section: Religious Literacymentioning

confidence: 99%

Teaching Jihad: Developing Religious Literacy through Graphic Novels

et al. 2020

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This study examined the representations of jihad in graphic novels to ascertain how its depictions may inform the development of religious literacy in secondary classrooms. Hegemonic constructions of jihad in the West are commonly reduced to false binaries that shape non-Muslims’ extant beliefs and perceptions of Islam and Muslims. This raises concerns about the ways in which societal expectations shape knowledge formation in schools. Accordingly, this critical content analysis explored the depiction of jihad in three graphic novel memoirs, an increasingly popular medium of instruction in secondary classrooms. Our analysis identified three forms of jihad conveyed through the graphic novels, specifically: jihad for education, jihad for gender justice, and jihad for identity. These representations provide robust counternarratives and suggest the value of teaching religious concepts through graphic novels as a way to develop deeper understandings and counter misinformation. The article concludes with six recommendations for educators to consider when teaching religious content through contemporary graphic novels.

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Religious literacy, moral recognition, and strong relationality

Cited by 11 publications

References 19 publications

Relationships between religion, risk behaviors and prosociality among secondary school students in Peru and El Salvador

Relationships between religion, risk behaviors and prosociality among secondary school students in Peru and El Salvador

Religious literacy in the curriculum in compulsory education in Austria, Scotland and Sweden - a three-country policy comparison

Teaching Jihad: Developing Religious Literacy through Graphic Novels

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