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Subaltern Thinking in Religious Education? Postcolonial Readings of (German) Schoolbooks
British Journal of Religious Education ( IF 1.131 ) Pub Date : 2020-08-25 , DOI: 10.1080/01416200.2020.1810633
Kathrin Winkler 1 , Stefan Scholz 2
Affiliation  

ABSTRACT

This paper deals with the disclosure of subaltern thinking in current German-language textbooks for religious education. For the hermeneutical framing of this analysis, the approach of a postcolonial reading is particularly profitable. Obvious hierarchical relationships from clearly up and down can consequently be made visible and their presumed self-evidence unmasked. Even hidden hegemonic forms of expression can be uncovered in this way. With regard to current theology and religious education racism and misogyny, environmental degradation and sexual exploitation are attitudes that have already and almost as amatter of course been taken up critically. They are pedagogically reflected and attempted to overcome by using counter-models such as cultural diversity, equal rights, sustainability and sexual self-determination.In exciting contrast to this there are still nowadays textbooks used with remnants of exactly such formats of colonial thoughts. We argue that decolonising schoolbooks can be a useful part of decolonising the religious education curriculum. The schoolbook analysis carried out for this purpose is structured by four leading categories: Anthropological assumptions (1), religious classifications and interpretations (2), conceptions of culture and its hybridity (3) and finally the relationship to creation and environment (4). Textbooks from primary, secondary and vocational schools were examined.



中文翻译:

宗教教育中的次要思维方式?(德语)教科书的后殖民读物

摘要

本文讨论了当前德语教科书中关于次要思维的揭示。对于这种分析的解释框架,后殖民阅读的方法特别有利。因此,可以清楚地看到上下明显的层次关系,并且可以掩盖它们的假定证据。这样,即使隐藏的霸权表达形式也可以被发现。关于当前的神学和宗教教育中的种族主义和厌女症,环境恶化和性剥削是已经并且几乎是理所当然地接受的态度。在教学法上反映了它们,并试图通过使用诸如文化多样性,平等权利,可持续性和性自决等反模式来克服它们。与之形成鲜明对比的是,如今仍然有教科书使用的正是这种殖民思想形式的残余物。我们认为,非殖民化教科书可能是非殖民化宗教教育课程的有用部分。为此目的进行的教科书分析由四个主要类别构成:人类学假设(1),宗教分类和解释(2),文化及其混合性的概念(3)以及最终与创造和环境的关系(4)。检查了来自小学,中学和职业学校的教科书。为此目的进行的教科书分析由四个主要类别构成:人类学假设(1),宗教分类和解释(2),文化及其混合性的概念(3)以及最终与创造和环境的关系(4)。检查了来自小学,中学和职业学校的教科书。为此目的进行的教科书分析由四个主要类别构成:人类学假设(1),宗教分类和解释(2),文化及其混合性的概念(3)以及最终与创造和环境的关系(4)。检查了来自小学,中学和职业学校的教科书。

更新日期:2020-08-25
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