ERIC Number: EJ1277755
Record Type: Journal
Publication Date: 2021
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0141-6200
EISSN: N/A
Empathetic-Reflective-Dialogical Restorying for Decolonisation: An Emancipatory Teaching-Learning Strategy for Religion Education
Jarvis, Janet
British Journal of Religious Education, v43 n1 p68-79 2021
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.
Descriptors: Empathy, Religious Education, Learning Strategies, Higher Education, Teaching Methods, Interdisciplinary Approach, Student Empowerment, Communities of Practice, College Students, Misconceptions, Story Telling, Personal Narratives, Dialogs (Language), Student Attitudes, World Views, Gender Differences, Safety, Social Change, Foreign Countries
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A