Religious Literacy in the Curriculum in Compulsory Education in Austria, Scotland and Sweden -- A Three-Country Policy Comparison

Autor/inn/en	von Brömssen, Kerstin; Ivkovits, Heinz; Nixon, Graeme
Titel	Religious Literacy in the Curriculum in Compulsory Education in Austria, Scotland and Sweden -- A Three-Country Policy Comparison
Quelle	In: Journal of Beliefs & Values, 41 (2020) 2, S.132-149 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (von Brömssen, Kerstin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361 7672
DOI	10.1080/13617672.2020.1737909
Schlagwörter	Religious Education; Multiple Literacies; Compulsory Education; Comparative Education; National Curriculum; Foreign Countries; Public Schools; Educational Objectives; Competency Based Education; Elementary Schools; Social Justice; World Views; Diversity; Catholics; Christianity; Ethical Instruction; Moral Values; Student Development; Austria; United Kingdom (Scotland); Sweden + Suchen Sie Ihr Suchwort? Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Schulpflicht; Vergleichende Erziehungswissenschaft; Ausland; Public school; Öffentliche Schule; Educational objective; Bildungsziel; Erziehungsziel; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Elementary school; Grundschule; Volksschule; Soziale Gerechtigkeit; World view; Weltanschauung; Katholik; Christentum; Ethics instruction; Teaching of ethics; Ethikunterricht; Moral value; Ethischer Wert; Österreich; Schweden
Abstract	This article presents analyses of curricula in religious education (RE) for public schools in Austria, Scotland, and Sweden. A curricula is the plan that outlines the goals, content and outcomes in education. A critical discourse analysis approach (CDA) is used to explore how each national RE curricula constructs (a) the aims, status and purpose of state-maintained RE (b) the teaching and learning objectives, and contents, and (c) what skills and attitudes the processes of learning aim to develop; together, these can be considered to construct students' religious literacy in the curricula. Theoretical frameworks are from curriculum studies, as well as from literacy studies, with the aim of deepening the knowledge on RE, as well as the discussion on religious literacies from various national curriculum contexts. The analysis shows that although the curricula focus on the same topic, namely RE, they rely on different conceptions of curriculum, as well as on various forms of religious literacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01