Religious Education (RE) as a Context

The Subcultures That Shape Teacher's Work When Teaching This Subject in Australian Catholic Secondary Schools

Bibliographic Data

ID3235371
AuthorsBrendan Hyde (0000-0003-3633-5366, Deakin University, corresponding author), Anthony Sylvester Anning (0000-0001-6050-601X, Deakin University)
Year2024
Volume15
Issue12
Pages1442
Publication date2024-11-27
Open AccessYes
TypeARTICLE
VenueReligions (JOURNAL)
Journal identifiersISSN: 2077-1444 • E-ISSN: 2077-1444
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/rel15121442
OpenAlexW4404765504
LanguageEN
Citations received1
References cited27

Religious Education (RE) can be conceived of as a specific context within which secondary RE teachers from diverse backgrounds teach. This context gives rise to distinctive subject subcultures, characterised by a unique set of beliefs, norms, and practices that are shared by teachers who teach RE. Using micronarratives as a way to initiate further discussion and to distil some key points which can be elaborated upon, we illustrate some salient aspects of RE's subcultures. These include a subculture of ambiguity, boundary crossings and objects, and a confusion of purpose and terms. Knowledge of these may better assist schools-and Catholic Schools' Departments-to orient and support these teachers in their classroom practice

Archaeology · Library science · Mathematics education · Pedagogy · Religious education · Sociology · Computer Science · Education and Islamic Studies · Educator Training and Historical Pedagogy · Engineering · History · Psychology · Religious Education and Schools

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Open DOIOpen Access