Disciplinary literacy in religious education
The role and relevance of reading
Bibliographic Data
| ID | 21445239 |
|---|---|
| Authors | Lars Unstad (0000-0002-3808-708X, Norwegian University of Science and Technology, corresponding author), Henning Fjørtoft (0000-0002-1732-1818, Norwegian University of Science and Technology) |
| Year | 2021 |
| Volume | 43 |
| Issue | 4 |
| Pages | 434-442 |
| Publication date | 2021-10-02 |
| Open Access | Yes |
| 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 | 10.1080/01416200.2020.1754164 |
| OpenAlex | W3016415170 |
| Language | EN |
| Citations received | 13 |
| References cited | 42 |
Although religion has played a key role in reading instruction in many education systems, this position has been challenged by increasing religious diversity and the spread of non-religious worldviews. Simultaneously, there has been growing interest in the role of disciplinary literacy in education (i.e. the ways in which a discipline’s knowledge is created, shared and evaluated) as well as the role of the reader. Drawing on classroom observations and interviews in an exploratory study, the article focuses on how adolescents experience reading in religious education (RE). The study shows that students relate meaning-making in RE to developing respect and tolerance, that teachers focus on conceptual understanding while students request a focus on lived religion, and that student meaning-making in RE thrives in a learner-active setting. We discuss the findings in the light of disciplinary reading theory and point towards some disciplinary traditions that should be considered while designing and developing educational practice
Discipline · Diversity (politics) · Epistemology · Literacy · Meaning (existential) · Pedagogy · Political science · Reading (process) · Relevance (law) · Religious education · Social science · Sociology · Education and Character Development · Education and Islamic Studies · Psychology · Religious Education and Schools
Religions- og livssynsfaget som fagleg konglomerat
Fra vitenskapelig forskning til utforsking i skolefag
Hvordan skal vi forstå, og hva gjør vi med kjerneelementene i KRLE og Religion og etikk
Katolsk ungdom i møte med KRLE-faget
Edukacja religijna w europejskiej przestrzeni edukacyjnej
Parenting in the Baptist Tradition
What content offers and how teachers teach
Unveiling the intersection of technology and pedagogy
Struggling for relevance
Female role models in school religious education and their perception by female students in the final years of secondary school
People, Programs, and Practices
Evaluating the learning outcomes of interfaith initiatives
Using disciplinary literacy in Biblical, religious, and theological studies
Social Linguistics and Literacies
The Coding Manual for Qualitative Researchers
Analysis of Expert Readers in Three Disciplines
Disciplinary Literacies and Learning to Read for Understanding
Religious Literacy in Policy and Practice
Religious literacy
Coping with diversity in Religious Education
The development and dissemination of Council of Europe policy on education about religions and non-religious convictions
Teaching Disciplinary Literacy to Adolescents
What Is Disciplinary Literacy and Why Does It Matter
Religious Socialization in a Media Age
Lived Religion as an Emerging Field
From Resistance to Advocacy for Math Literacy
Disciplinary Literacy in History
Foregrounding the Disciplines in Secondary Literacy Teaching and Learning
Inviting Outsiders Inside Disciplinary Literacies
Habits of Practice
Issues in the integration of religious education and worldviews education in an intercultural context
Religious Education, Religious Literacy and Common Schooling
Religious Literacies in a Secular Literacy Classroom
On the Reading of Historical Texts
Effective Literacy Instruction for Adolescents
| Citations per year | 2.6 |
|---|---|
| Citation span | 2021 - 2025 (5) |
| Highly cited | No |