ABSTRACT

This article argues for the inclusion of Empathetic-Reflective-Dialogical Restorying as a teaching-learning strategy for Religion Education. This strategy, employed in three small-scale research projects in a South African Higher Education Institution, addresses decolonisation of the Religion Education curriculum in the following ways: changing how teaching-learning takes place; transdisciplinary engagement; empowering students as agents of their own learning; depatriarchisation; and dispelling the myth of African inferiority. Both self-dialogue and self-narrative were used to create open space stories when approaching content that is relevant to the lived experience of gender (in)equality and patriarchy. Engaging in a safe space in Communities in Conversation, Communities in Dialogue, and Communities for Transformation, students troubled entrenched beliefs and worldviews and co-constructed (restoried) understandings. They expressed the view that this emancipatory teaching-learning strategy has the potential to facilitate classroom praxis that is both reflective and reflexive. This can be transformative for the greater society.

摘要

本文主张将“移情－反射－对话”恢复作为宗教教育的教学策略。这项策略在南非高等教育机构的三个小型研究项目中采用，它通过以下方式解决了宗教教育课程的非殖民化问题：改变教学方式；跨学科参与；使学生有能力作为自己学习的媒介；取消父权制 并消除了非洲自卑的神话。当接触与性别（不平等）和父权制的现实经验相关的内容时，自我对话和自我叙事都被用来创造开放空间的故事。在对话中的社区，对话中的社区和变革中的社区中，安全地参与工作，学生们对根深蒂固的信念和世界观以及共同建构的（恢复的）理解感到困扰。他们认为，这种解放性的教学策略具有促进课堂实践的潜力，这种实践既具有反思性又具有反思性。对于更大的社会而言，这可能是变革性的。