How should the Holocaust be taught in schools, and to what end? What role should religious education play in recounting and remembering this human catastrophe? How has the nature and purpose of religious education changed and developed over time? What contribution should religious education make to identity formation, particularly regarding the role of memory, heritage and tradition? The scholarly reflections in this volume, drawing upon historical, theoretical and empirical perspectives, provide insights into past, present and potential future developments in religious and values education in a range of national contexts, including Germany, Israel, Norway, Canada and South Africa. The chapters fall under three headings: fostering a culture of remembrance; historical perspectives on religious education; and history, tradition, memory and identity. Together they form a unique collection of international perspectives upon these interlocking themes.
|Publisher:||Peter Lang Gmbh, Internationaler Verlag Der Wissenschaften|
|Series:||Religion, Education and Values Series , #7|
|Product dimensions:||5.90(w) x 8.80(h) x 1.00(d)|
About the Author
Stephen G. Parker is Professor of the History of Religion and Education at the University of Worcester.
Rob Freathy is Senior Lecturer in History of Education in the Graduate School of Education at the University of Exeter.
Leslie J. Francis is Professor of Religions and Education at the University of Warwick.
Table of Contents
Contents: Reinhold Boschki: ‘Culture of Remembrance’ as a Framework for Education in Religion and Values: A Christian and German Approach – Elisabeth Naurath: German Children and their Knowledge of Judaism and the Holocaust – Thomas Schlag: Holocaust Remembrance and Human Rights Education: A Task for Religious and Interreligious Education in Switzerland – Zehavit Gross: Teaching the Holocaust within the Domain of Religious Education – Rob Freathy/Stephen G. Parker/Jonathan Doney: Raiders of the Lost Archives: Searching for the Hidden History of Religious Education in England – Jonathan Doney: The Overlooked Ecumenical Background to the Development of English Religious Education – Lynn Revell: Reading Religious Education Textbooks: Islam, Liberalism and the Limits of Orientalism – Oddrun M. H. Bråten: A Comparative Perspective on the History of Religious Education: England and Norway – Elisabet Haakedal: Maps, Stories and Notions of Holiness in Identity Formation: Norwegian Pupils’ Religious Education Workbooks Over Fifty Years – Bernd Schröder: Religious Education and Mission: Historical Links and Present Challenges – Lorna M. A. Bowman: A Legacy of Failure: Canada’s Religious Education of Aboriginal Children – Myrtle Power: The Roots of Memory and the Space of Religious Education in Catholic Schools in Canada – Ulrich Schwab: To Love and to Work: Foundations of a Theology-based Theory of Bildung – Geir Skeie: Memory and Heritage in History Education and in Religious Education: A Cross-disciplinary Investigation into Social Sciences and Humanities Education – Glynis Parker: Traditional Beliefs and Practices in the New South Africa – Bill Gent: Hifz and Huffaz Within the Islamic Tradition: Religious, Cultural and Educational Considerations – Hannele Niemi: Religious Education Promoting Identity Formation in the Light of Existential Analysis and Critical Pedagogy.