Learning and Unlearning

Some Reflections on Feminist Praxis and Pedagogic Practice in Religious Studies and Religious Education

Bibliographic Data

ID3478641
AuthorsCatherine Robinson (0000-0002-6459-8238, Bath Spa University), Denise Cush (Bath Spa University, corresponding author)
Year2018
Volume9
Issue4
Pages98
Publication date2018-03-27
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueReligions (JOURNAL)
Journal identifiersISSN: 2077-1444 • E-ISSN: 2077-1444
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/rel9040098
OpenAlexW2794690196
LanguageEN
Citations received1
References cited22

This article evaluates the actual impact and potential implications of feminist pedagogy for Religious Studies in universities and Religious Education in schools. It is based on the authors' experience in the UK, including some international comparisons, with a focus on teaching and learning from a feminist perspective. Applying Grimmitt's threefold model of pedagogy as encompassing aims and content as well as method, this article examines the evidence and extent of change in curricula both in universities and in schools in order to identify where change is required and what that change might be. It demonstrates how feminist pedagogy challenges Religious Studies and Religious Education to rethink their content, methods and aims in a variety of ways, pointing to significant advances and areas yet to be addressed. In so doing, it takes account of diverse feminist voices, other pedagogical priorities and other issues surrounding sex, gender and sexuality that challenge the category of the feminine and the appropriateness of a gendered analysis

Curriculum · Feminism · Feminist pedagogy · Feminist philosophy · Human sexuality · Pedagogy · Political science · Praxis · Religious education · Sociology · Gender Studies · Law · Religion, Society, and Development · Religious Education and Schools · Theological Perspectives and Practices

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