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ERIC Number: EJ893656
Record Type: Journal
Publication Date: 2010-Aug
Pages: 17
Abstractor: As Provided
Reference Count: 18
ISBN: N/A
ISSN: ISSN-1361-7672
What Do Teachers Do to Stimulate the Understanding of the Other in Interreligious Classroom Communication? Empirical Research into Dialogical Communication in Religiously Pluriform Learning Situations in Catholic Primary Schools
van Eersel, San; Hermans, Chris; Sleegers, Peter
Journal of Beliefs & Values, v31 n2 p125-141 Aug 2010
How do pupils in dialogical classroom communication understand the otherness of peers who belong to religions different from their own? We distinguish between three aspects of dialogical communication that are conducive to understanding pupils' otherness: orientation, appropriation, and evaluation. To what extent do teachers apply these three aspects in interreligious classroom communication? To answer this question we investigated the interaction between teachers and pupils in nine lessons on interreligious communication in Catholic primary schools in the Netherlands. The results show that both teachers and pupils seem to be very chary in their use of orientation, appropriation, and evaluation, so understanding of the otherness of pupils from different religions is not stimulated. (Contains 4 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands