Learning and unlearning: some reflections on feminist praxis and pedagogic practice in religious studies and religious education

Robinson, C and Cush, D (2018) 'Learning and unlearning: some reflections on feminist praxis and pedagogic practice in religious studies and religious education.' Religions, 9 (4). ISSN 2077-1444

[img]
Preview
Text
10896.pdf - Published Version
CC BY 4.0.

Download (246kB) | Preview
Official URL: http://dx.doi.org/10.3390/rel9040098

Abstract

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.

Item Type: Article
Keywords: feminisms; study of religions; religious studies; religious education; gender; sexuality; feminist epistemologies; intersectionality
Divisions: College of Liberal Arts
Related URLs:
Date Deposited: 26 Mar 2018 08:20
Last Modified: 28 Mar 2018 09:56
Request a change to this item or report an issue Request a change to this item or report an issue
Update item (repository staff only) Update item (repository staff only)