The Politicisation and Securitisation of Religious Education in Greek-Cypriot Schools

Autor/inn/en	Zembylas, Michalinos; Loukaidis, Loizos; Antoniou, Marios
Titel	The Politicisation and Securitisation of Religious Education in Greek-Cypriot Schools
Quelle	In: European Educational Research Journal, 18 (2019) 1, S.69-84 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zembylas, Michalinos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/1474904118788990
Schlagwörter	Foreign Countries; Religious Education; Educational Practices; Ethnography; Peace; National Security; Conflict; Faculty Development; Teaching Methods; Multicultural Education; Greek; Teacher Attitudes; Ethnic Groups; Politics of Education; Political Attitudes; Cyprus + Suchen Sie Ihr Suchwort? Ausland; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Bildungspraxis; Ethnografie; Frieden; National territory; Security; Staatsgebiet; Sicherheit; Konflikt; Teaching method; Lehrmethode; Unterrichtsmethode; Multikulturelle Erziehung; Grieche; Griechisch; Lehrerverhalten; Ethnie; Educational policy; Bildungspolitik; Political attitude; Politische Einstellung; Zypern
Abstract	This article is based on a year-long ethnographic research project on religious education (RE) in Greek-Cypriot schools and provides empirical evidence about the complexities emerging from teachers' attempts to address peace and security issues in a 'conflict-affected society'. The study shows that the reproduction of peace and security issues through RE is not the only possibility within a conflict-affected society; however, RE can be one of the tools to challenge normative ways of politicisation and securitisation by reframing pedagogical practices to instill cracks in the normative regime. These findings have two important implications. The first implication concerns teachers' important role in creating the pedagogical conditions that address issues of peace, conflict, politics and religion in productive ways; and the second implication is that teachers need to be provided with opportunities for teacher training and institutional support, if they are going to gain a deeper understanding of the impact of politicisation and securitisation on RE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01