ERIC Number: EJ834870
Record Type: Journal
Publication Date: 2009-Apr
Abstractor: As Provided
Reference Count: 75
Religious Freedom and Rendering to Caesar: Reading Democratic and Faith-Based Values in Curriculum, Pedagogy and Policy
Pike, Mark A.
Oxford Review of Education, v35 n2 p133-146 Apr 2009
In this article I synthesise and apply elements of political and reading theory to demonstrate how central themes in learners' lives (such as freedom, faith, autonomy, equality, rationality and rights) can be read and interpreted differently. I suggest that policy and pedagogy for citizenship and democratic education informed by research into reader response can shift the locus of control not simply from state to citizen but towards an understanding of the transaction between the two. To promote ethical participation I propose changes to the "text" of the curriculum and the "reading" stance of learners so that learners are liberated to bring legitimate moral and religious conviction to their readings of state-sponsored values. I conclude that young citizens are respected and freedom is protected when educational readings become more nuanced and move beyond the polarities of freedom and restraint, autonomy and heteronomy, public and private, aesthetic and efferent, faith and reason, secular and religious or even democratic and faith-based.
Descriptors: Role of Education, Citizenship Education, Reader Response, Educational Theories, Ethics, Freedom, Personal Autonomy, Civil Rights, Citizenship, Democracy, Locus of Control, Values
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Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A