This timely book focusses on the central issues and questions which emerge in relation to the teaching and learning of Islam in confessional and constructivist religious education.The text also explores the challenges faced by Muslim pupils in connection with secularism and radical Islam
This timely book focusses on the central issues and questions which emerge in relation to the teaching and learning of Islam in confessional and constructivist religious education.The text also explores the challenges faced by Muslim pupils in connection with secularism and radical Islam
Ayse Demirel Ucan is Researcher in the Religious Education Department at Marmara University, Turkey.
Inhaltsangabe
List of tables Acknowledgements Chapter 1 Introduction Problems of teaching Islam in confessional and constructivist religious education Absence of diversity in the Islamic Religious Education curriculum A new theoretical and pedagogical approach to Islamic Religious Education The aim of the study Structure of the book Chapter 2 Critical Realism and Islam Critical Realism Religion, God and Critical Realism Critical Realism as applied to Islam Critical Realism as 'underlabouring' Islamic Religious Education Chapter 3 Applying the Framework of Critical Religious Education and Variation Theory to Islamic Religious Education Critical Religious Education Phenomenography Variation Theory Learning Study Model Chapter 4 Research Methodology Research Approach Implementaion of learning studies Sampling of research participants Data collection tools Data analysis Ethical considerations and trustworthiness of the study Reflexivity Chapter 5 Implementation of Critical Religious Education and Variation Theory in RE lessons: A learning study on 'Islam and being a Muslim' The first lived object of learning The intended object of learning The enacted object of learning The second lived object of learning Chapter 6 Implementation of Critical Religious Education and Variation Theory in RE lessons: A learning study on 'equality in Islam' The first lived object of learning The intended object of learning The enacted object of learning The second lived object of learning Chapter 7 RE teachers' pedagogical perceptions and practices before and during the learning study Theoretical background Themes Chapter 8 Discussion and Conclusion Summary and discussion of the findings The theoretical and pedagogical implications for Islamic Religious Education Limitations of the study Future research Concluding remarks Appendices Index
List of tables Acknowledgements Chapter 1 Introduction Problems of teaching Islam in confessional and constructivist religious education Absence of diversity in the Islamic Religious Education curriculum A new theoretical and pedagogical approach to Islamic Religious Education The aim of the study Structure of the book Chapter 2 Critical Realism and Islam Critical Realism Religion, God and Critical Realism Critical Realism as applied to Islam Critical Realism as 'underlabouring' Islamic Religious Education Chapter 3 Applying the Framework of Critical Religious Education and Variation Theory to Islamic Religious Education Critical Religious Education Phenomenography Variation Theory Learning Study Model Chapter 4 Research Methodology Research Approach Implementaion of learning studies Sampling of research participants Data collection tools Data analysis Ethical considerations and trustworthiness of the study Reflexivity Chapter 5 Implementation of Critical Religious Education and Variation Theory in RE lessons: A learning study on 'Islam and being a Muslim' The first lived object of learning The intended object of learning The enacted object of learning The second lived object of learning Chapter 6 Implementation of Critical Religious Education and Variation Theory in RE lessons: A learning study on 'equality in Islam' The first lived object of learning The intended object of learning The enacted object of learning The second lived object of learning Chapter 7 RE teachers' pedagogical perceptions and practices before and during the learning study Theoretical background Themes Chapter 8 Discussion and Conclusion Summary and discussion of the findings The theoretical and pedagogical implications for Islamic Religious Education Limitations of the study Future research Concluding remarks Appendices Index
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