Greek-Cypriot Teachers' Perceptions of Religious Education and Its Contribution to Peace: Perspectives of (In)compatibility in a Divided Society

Autor/inn/en	Loukaidis, Loizos; Zembylas, Michalinos
Titel	Greek-Cypriot Teachers' Perceptions of Religious Education and Its Contribution to Peace: Perspectives of (In)compatibility in a Divided Society
Quelle	In: Journal of Peace Education, 14 (2017) 2, S.176-194 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740 0201
DOI	10.1080/17400201.2016.1269732
Schlagwörter	Foreign Countries; Religious Education; Ethnic Groups; Conflict; Elementary School Teachers; Peace; Teaching Methods; Political Influences; Religion; Models; Teacher Attitudes; Phenomenology; Semi Structured Interviews; School Districts; Teacher Characteristics; Qualitative Research; Cyprus + Suchen Sie Ihr Suchwort? Ausland; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Ethnie; Konflikt; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Frieden; Teaching method; Lehrmethode; Unterrichtsmethode; Political influence; Politischer Einfluss; Analogiemodell; Lehrerverhalten; Phenomenological psychology; Phänomenologie; Psychologie; School district; Schulbezirk; Qualitative Forschung; Zypern
Abstract	This paper explores the ways in which a group of primary school teachers in Cyprus interprets religious education and its contribution to peace. In particular, this phenomenological exploratory study: first, examines how teachers perceive religious education and whether this conceptualization is considered to be (in)compatible with peace in the context of a conflict-affected society; and, second, shows some of the tensions that exist in the aims of religious education between the desire to encourage mutual understanding and exposure to religious pluralism, on the one hand, and the political demands for entrenching ethnic cleavages, on the other. Although these tensions are largely contextual, they nevertheless raise two important issues that are worthwhile to consider for religious education and peace in conflict-affected societies: first, the "naturalization" of religion and religious instruction, on the one hand, vs. the recognition that some models of religious instruction (i.e. confessional teaching) might actually limit the space within which teachers can make contributions to peace, on the other; and, second, the tension between the different models of religious education within a conflict-affected society and particularly which model would strategically and politically serve best the purposes of peace in the short- and long-term. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01