| Title | Author | Year | Add to Folder |
| Young children's spirituality : A focus on engaging with nature.
| Robinson, Christine | 2019 |
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Title: Young children's spirituality : A focus on engaging with nature.
Author(s): Robinson, Christine |
Journal Details: Australasian Journal of Early Childhood v.44 n.4 p.339-350
Published: December 2019
ISSN: 1836-9391
Abstract: The mandated early childhood framework in Australia requires educators working in early childhood services to attend to children's spirituality. Also, one of the five outcomes in this framework tasks educators with promoting children's connectedness with and contribution to the world, including natural environments. In this paper I present findings from a qualitative investigation to determine educators' understandings and practices around promoting young children's spirituality in the context of religious childcare centres in Western Australia aligned with a focus on nature engagement. A social constructivist theoretical perspective with a phenomenological and interpretivist paradigm framed the research. Interview and observational data were collected and analysed through interpretative phenomenological analysis revealing that educators were able to articulate the connection between spirituality and engagement with nature in childhood. However, in practice, educators rarely offered opportunities for children to experience nature. Recommendations include the provision of professional development in the area of children's spirituality and its connection with nature along with the creation of guidelines on pedagogical practices that afford children opportunities to engage with their spirituality through nature. [Author abstract]
URL (conditional access) : https://doi.org/10.1177/1836939119870907
http://cunningham.acer.edu.au/inted/fulltext_available_shortly.htm
Record No: 224745 From EdResearch online
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| Developing morally responsible citizens through religious education : case study of a Maronite school.
| Ghosn, Margaret
Taouk, Youssef
Butcher, Jude | 2016 |
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Title: Developing morally responsible citizens through religious education : case study of a Maronite school.
Author(s): Ghosn, Margaret | Taouk, Youssef | Butcher, Jude |
Journal Details: Journal of Religious Education v.64 n.2 p.127-139
Published: July 2016
ISSN: 1442-018X
Abstract: The mission of every Catholic school is to infuse the gospel values of faith, justice and love into the daily life of the school community. One of the key ways that Catholic schools can live this mission is through religious education, which emphasises the dignity of all people and service to neighbour. This paper examines a Catholic College community's commitment to ushering in the kingdom of God by the implementation of social justice and community engagement through secondary students' religious education program. The paper presents the theoretical basis through Scripture and Catholic social teaching and how focus upon the kingdom of God is expressed. It outlines the College's shifts from the study of the religious education curriculum to an effective model of community engagement. The shifts are from a uni-dimensional model of service, through a wider focus on service, to a model of community engagement which leads to student-initiated contributions as people of the kingdom of God. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1007/s40839-016-0027-z
Record No: 220329 From EdResearch online
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| Pupils' views on religious diversity and tolerance in Hamburg : a qualitative analysis.
| Weisse, Wolfram
Kappetijn, Bianca | 2015 |
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Title: Pupils' views on religious diversity and tolerance in Hamburg : a qualitative analysis.
Author(s): Weisse, Wolfram | Kappetijn, Bianca |
Journal Details: Religious Education Journal of Australia v.31 n.1 p.10-17
Published: 2015
ISSN: 0815-3094
Abstract: This article presents key findings of a survey on young people's attitudes towards dialogue, tolerance, religious plurality and conditions for peaceful coexistence, and their experiences with religious diversity. The survey, carried out in 2012, addresses youth aged 14-16, including students from different school types and regions in Hamburg with and without migration background and with and without religious convictions. The results show a polarisation in the students' attitudes. On the one hand, numerous positive comments demonstrate a favourable attitude towards the peaceful coexistence of different religions, and towards dialogue. On the other hand, the authors find strongly worded comments indicating negative attitudes, prejudice and even xenophobia. In such a situation, more dialogue between people of different religious backgrounds in the field of education is needed. Religious Education (RE) in Hamburg provides a good framework to achieve this aim, as it is structured for and directed towards interreligious and dialogical learning. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=206508
Record No: 206508 From EdResearch online
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| Views on tolerance in Saint-Petersburg students' Q-Sorts.
| Kozyrev, Fyodor | 2015 |
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Title: Views on tolerance in Saint-Petersburg students' Q-Sorts.
Author(s): Kozyrev, Fyodor |
Journal Details: Religious Education Journal of Australia v.31 n.1 p.31-37
Published: 2015
ISSN: 0815-3094
Abstract: A survey on senior school students' attitudes toward tolerance has been undertaken in St. Petersburg. Q-sort technique was used and a Q-set of 40 items was designed for this survey. The idea was to look for common patterns of attitudes among adolescents and in particular to find out how much attention issues of religious tolerance are paid compared to issues of ethnic or social heterogeneity. Students' Q-sorts were matched with Q-sorts of adults and interactive discussions on the results of tests were organised. Results did show the existence of recurring patterns of views, with social inequality problems occupying students' attention most of all and problems associated with ethnic identity being the main potential for conflict. Religion appeared to be a less significant factor of dissent than ethnicity. No evidence for conflict of values between generations was apparent, though teachers showed poor knowledge about students' priorities. Some conclusions based on the previous REDCo data were reinforced and amplified. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=206506
Record No: 206506 From EdResearch online
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| Cosmopolitan tensions : religious diversity in an Australian university.
| Sriprakash, Arathi
Possamai, Adam
Brackenreg, Ellen | 2014 |
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Title: Cosmopolitan tensions : religious diversity in an Australian university.
Author(s): Sriprakash, Arathi | Possamai, Adam | Brackenreg, Ellen |
Journal Details: Australian Educational Researcher v.41 n.3 p.227-242
Published: July 2014
ISSN: 0311-6999
Abstract: This paper examines ideas of cosmopolitanism, particularly social theorists' interests in a cosmopolitan 'disposition', to consider how religiously diverse students experience campus life in a multi-faith Australian university. The authors draw on data from focus-group interviews conducted with students from Muslim, Christian, Spiritual, and Atheist student-groups to contribute empirical insights into theoretical debates about cosmopolitanism. They show how students understand religious relations in a university campus in multiple ways; moving back and forth between relations of religious openness and tension in different institutional scenarios. In light of these findings, they reflect on the possibilities of fostering 'cosmopolitan religiosity' in higher-education settings and demonstrate the limits of a liberal multicultural approach to religious diversity. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1007/s13384-013-0123-y
Record No: 205517 From EdResearch online
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| Meeting the 'other' in school : on (inter)religious contacts of Dutch pupils in the Dutch dual school system.
| Bertram-Troost, Gerdien
Miedema, Siebren | 2014 |
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Title: Meeting the 'other' in school : on (inter)religious contacts of Dutch pupils in the Dutch dual school system.
Author(s): Bertram-Troost, Gerdien | Miedema, Siebren |
Journal Details: Religious Education Journal of Australia v.30 n.2 p.25-31
Published: 2014
ISSN: 0815-3094
Abstract: From a pedagogical point of view questions on how young people can learn to live together peacefully, and how schools can contribute to this, are high on the educational agenda. In this article the question of whether (the preference for) going around with youngsters of different religions (both at school and after school) is related to a) the school pupils attend, b) whether or not pupils assign themselves to a certain religion or worldview and c) the degree to which religion or worldview is important to them, are investigated. The Dutch sample involved 347 secondary school students from five schools - 2 Christian, 1 Catholic, and 1 public. Via cross tabulations the authors found that there are significant relations between practically all of the variables. However, as there is so much variety between Dutch schools, it is hardly possible to draw general conclusions on how the Dutch dual school system effects (inter) religious contacts of pupils. [Author abstract, ed]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=203823
Record No: 203823 From EdResearch online
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| Children's play and spirituality : some issues for church school religious education at primary level.
| Rossiter, Graham | 2012 |
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Title: Children's play and spirituality : some issues for church school religious education at primary level.
Author(s): Rossiter, Graham |
Journal Details: Religious Education Journal of Australia v.28 n.2 p.10-15
Published: 2012
ISSN: 0815-3094
Abstract: This article results from an ongoing project reviewing recent academic writings on children's spirituality and primary school religious education mainly in church-related schools. It is not written as a review, but as a response to issues that have been identified. It focuses on the place of play in children's spirituality and religious education. While the article does not refer to the wider literature on children's play, it proposes a summary interpretation that serves as a baseline both for affirming the valuable place for play-based learning, and for speculating about potential problems. It offers provisional cautions for teachers that might help make classroom practice involving children's play more effective educationally and more relevant to their emerging spirituality. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=195715
Record No: 195715 From EdResearch online
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| Teaching bible in state religious high schools in Israel : expectations and disappointments.
| Iluz, Shira | 2012 |
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Title: Teaching bible in state religious high schools in Israel : expectations and disappointments.
Author(s): Iluz, Shira |
Journal Details: Religious Education Journal of Australia v.28 n.2 p.3-9
Published: 2012
ISSN: 0815-3094
Abstract: This study examines the attitudes of religious high school teachers' toward the bible studies curriculum used in state religious schools in Israel. A mixed methods research approach was used. This included administering questionnaires to 129 teachers and three group interviews. The results analysis revealed that teachers are disappointed and dissatisfied with the present curriculum, mainly due to how the matriculation examination affects it. The teachers believe that the examination clashes with the curriculum goals and that is detrimental to their students' academic, religious, and emotional needs. The research discusses the implications of the teachers' views regarding the curriculum and has served as a discussion document for the Israeli Ministry of Education's efforts towards reforming this curriculum. [Author abstract, ed]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=195714
Record No: 195714 From EdResearch online
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| A context for religious education in post modern times.
| Rymarz, Richard | 2009 |
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Title: A context for religious education in post modern times.
Author(s): Rymarz, Richard |
Journal Details: Religious Education Journal of Australia v.25 n.1 p.25-29
Published: 2009
ISSN: 0815-3094
Abstract: This paper seeks to establish a context in which religious education operates in independent Christian schools such as those affiliated with the Uniting Church of Australia. It uses Bauman's concept of postmodernity as a basis to identify some of the key challenges facing religious educators today. The collapse of the metanarrative, the loss of community and personalisation and privatisation of belief all frame the educational context for religious education in schools. In response to this teachers need to present a coherent and an educationally sound religious education curriculum which does not rely on references to external religious authority. This should challenge the learner but also recognises lack of prior content knowledge. The paper anticipates a further one which looks specifically at an appropriate curriculum. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=180708
Record No: 180708 From EdResearch online
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| Establishment clauses, legislation and private school funding in the United States and Australia : recent trends.
| Cumming, J. Joy
Mawdsley, Ralph D. | 2009 |
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Title: Establishment clauses, legislation and private school funding in the United States and Australia : recent trends.
Author(s): Cumming, J. Joy | Mawdsley, Ralph D. |
Journal Details: International Journal of Law and Education v.14 n.2 p.63-80
Published: 2009
ISSN: 1836-9030
Abstract: Public funding of private schools with religious affiliation in the United States (US) has long been rejected under the US Constitutional Establishment Clause. In Australia, a similarly-worded Establishment Clause in the Constitution has been interpreted quite differently for funding of such schools. This article discusses the bases of these interpretations, and considers recent trends in both nations. The article explores possible practical convergence in law of funding to religious-affiliated schools in the two nations, in the US through provision of funding to parents to pay private school fees in certain circumstances, in Australia, through possible overriding of federal interpretations by very localised council planning decisions. Religion and schooling are always topics of interest in education law The contrasting interpretations of federal funding arrangements in Australia and the US of religious-affiliated schools provide the opportunity to examine issues that arise in both nations. [Author abstract]
URL (open access) : http://www.anzela.edu.au/assets/ijle_vol_14.2_-_4_cumming_and_mawdsley.pdf
Record No: 182703 From EdResearch online
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| Enrolment trends in independent schools.
| Daniels, B. | 2005 |
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Title: Enrolment trends in independent schools.
Author(s): Daniels, B. |
Journal Details: Independence v.30 n.1 p.29-32,34-35
Published: 2005
ISSN: 1324-2326
Abstract: The author presents statistics on demographic trends and how they will have an impact on future enrolment patterns in independent schools.
URL (conditional access) : http://library.acer.edu.au/document/?document_id=144371
Record No: 144371 From EdResearch online
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| Islamization of disciplines : towards an indigenous educational system.
| Dangor, S. | 2005 |
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Title: Islamization of disciplines : towards an indigenous educational system.
Author(s): Dangor, S. |
Journal Details: Educational Philosophy and Theory v.37 n.4 p.519-531
Published: August 2005
ISSN: 0013-1857
Abstract: The past two decades has witnessed the mushrooming of Islamic schools in Europe, the United States and South Africa. Initially these schools were concerned essentially with providing an Islamic ethos for learners. More recently, however, they have begun to focus on the process of Islamization. The Islamization project was initiated in the United States by Muslim academics including Isma'il al-Faruqi, Syed Husain Nasr and Fazlur Rahman as a response to the secularisation of Muslim society, including its educational institutions. In essence Islamization means including Islamic disciplines in the curriculum, providing an Islamic perspective on issues in the syllabi and locating, where possible, secularized disciplines within the Islamic weltanschauung. Six international conferences have been held to date at different locations in the Muslim World. The first five generated conceptual papers on the Islamic approach to knowledge and education and inspired academics to write research papers on their disciplines from an Islamic perspective. Most of these have been published in the American Journal of Islamic Social Sciences. The three universities which were established to drive the process have had varying degrees of success. The sixth conference which was held in South Africa took the form of workshops where South African teachers and international academics were brought together to generate Islamised syllabi for the major school disciplines. This article attempts to explain the rationale for Islamic schools and their attempts at Islamization of disciplines. In my view, this is an important development in the context of demands for the revival of indigenous knowledge systems. [Author abstract]
URL (conditional access) : http://library.acer.edu.au/document/?document_id=145096
http://dx.doi.org/10.1111/j.1469-5812.2005.00138.x
Record No: 145096 From EdResearch online
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| Faith-based schooling and the invisible effects of 11 September 2001 : the view from England.
| Abbott, C.
Cribb, A.
Dillon, J.
Gewirtz, S.
Lucey, H.
Maquire, M.
Thrupp, M. | 2002 |
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Title: Faith-based schooling and the invisible effects of 11 September 2001 : the view from England.
Author(s): Abbott, C. | Cribb, A. | Dillon, J. | Gewirtz, S. | Lucey, H. | Maquire, M. | Thrupp, M. | King's College (University of London). Centre for Public Policy Research
Journal Details: Discourse v.23 n.3 p.309-317
Published: December 2002
ISSN: 0159-6306
Abstract: The specific problematic of this paper is the effects of the events of 11 September on English education policy, particularly policy surrounding faith schooling. One story to be told is one of an absence of effect, of policy discussions and directions continuing on the same trajectory before and after that date, a story of 'no U-turn'. However, this article presents an alternative account that recognises important effects, but effects that have largely remained below the surface. The central focus of the paper is the symbolic power of 11 September operating around an axis of destabilisation. It is argued that the event symbolises a disruption of myths of urban order and of the 'safe' accommodations between modernity and postmodernity; and that there has been an analogous impact on the myth of liberalism as the all-encompassing voice of reason and civilisation. '11 September', it is suggested, serves as a potent reminder of the fundamental tensions in models of liberal education, evident, in particular, in the paradox of 'liberal imperialism'. It can thus be effectively mobilised in policy discussions by either regressive or progressive thinkers. The paper draws attention to the way in which these tensions and mobilisation practices can be seen behind current English policy debates on faith schooling. It concludes that intensified public anxieties about 'Osama Bin Laden academies' fundamentally undermining 'our way of life' have not coalesced into anything 'measurable'; but that the lack of a U-turn by New Labour on the faith schooling issue could be understood as an important 'intervention' designed to act as one stabilising message in destabilised times. [Author abstract]
URL (conditional access) : http://dx.doi.org/10.1080/0159630022000029803
Record No: 124549 From EdResearch online
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