Schooling Indifference: Reimagining RE in multi-cultural and gendered spaces

This Book Is Concerned With Re-imagining Religious Education (re) As This Is Practiced In Schools, Colleges And Universities Throughout The Uk And In A Wide Variety Of International Educational Contexts. On The Basis Of A Critical Analysis Of Current Theory And Practice In Re The Authors Argue That This Educational Framing Is No Longer Plausible In The Light Of New Theoretical Developments Within The Academy. A New Educational Approach To Re Is Outlined That Challenges Students To Think And Practice Differently. This Includes A ‘becoming Ethnographer’ Approach That Can Acknowledge Socio-material Relations And Engage The Broader Literacies Necessary For Such Study. Part One Examines How Re Has Been Constructed As A Discipline In Historical And Spatial Terms That Abstract Its Study From Material Concerns. Part Two Offers Some New Starting Points: Spinoza, Foucault And Feminist Theory That Differently Foreground Context And Relationality, And 'islam' Read As A Discursive, Located Tradition Rather Than As 'world View'. Finally, Part Three Proposes A New Trajectory For Research And Practice In Re, With The Aim Of Re-engaging Schools, Colleges And Universities In A Dialogue That Promotes Thinking And Practice That – As Educational - Is Continually In Touch With The Need To Be Critical, Open-ended And Ethically Justifiable.