Internationalisation and the validity of knowledge in religious education as a field of research
Bibliographic Data
| ID | 21445187 |
|---|---|
| Authors | Benjamin Ahme (0000-0001-6800-1446, Faculty of Protestant Theology, University of Tuebingen, Tuebingen, Germany, corresponding author) |
| Year | 2021 |
| Volume | 43 |
| Issue | 1 |
| Pages | 23-32 |
| Publication date | 2021-01-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | British Journal of Religious Education (JOURNAL) |
| Journal identifiers | ISSN: 0141-6200 • E-ISSN: 1740-7931 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01416200.2020.1810632 |
| OpenAlex | W3080217902 |
| Language | EN |
| References cited | 25 |
Building on the notion of validity claims within the discussion on international knowledge transfer in religious education as a field of research, three views on the contextuality of knowledge are discussed. From a classical perspective in the sociology of science, the issue of validity must be treated irrespective of matters of context. Secondly, from the perspective of postcolonial studies, this naïve view is criticised as a veiled form of Eurocentrism. Thirdly, these two general views are concretised in light of a reception process bridging the Global South and the Global North. To this end, exemplary factors contributing to the inclusion of Paulo Freire’s pedagogical work in discourses on religious education are analysed. What emerges through these analyses is a differentiated view of validity resting on the de- and recontextualisation of knowledge that allows for it to oscillate between different contexts
Context (archaeology) · Epistemology · Eurocentrism · Field (mathematics) · Internationalization · Pedagogy · Perspective (graphical) · Religious education · Social science · Sociology · Anthropology · Education and Character Development · Philosophy · Religion, Society, and Development · Religious Education and Schools
| Highly cited | No |
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