Schwab Ariane - Academia.edu (original) (raw)

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Books by Schwab Ariane

Research paper thumbnail of Zeitschrift für Religionskunde 3 Forschung – Didaktik – Unterricht

Papers by Schwab Ariane

Research paper thumbnail of The ‘world religions paradigm’ as the organising principle of didactic action—a case study

British Journal of Religious Education

This article shows how discussion of the 'world religions paradigm' in integrated... more This article shows how discussion of the 'world religions paradigm' in integrated natural and social science teaching affects how religious plurality is handled. A concrete case study is used to illustrate how a teacher designs lessons on world religions. Based on this single case study, the article argues that the use of specific teaching materials, which are shaped according to the world religions paradigm and contain a highly essentialised and ahistorical depiction of religions, contrasts with the more nuanced additions made by the teacher in the oral monologue parts of the lesson. It is shown that the world religions paradigm is subtly and implicitly questioned as well as reproduced by the teacher. The analysis is based on de Certeau's theory of strategies and tactics, which allows for a discussion of teachers' scope of action.

Research paper thumbnail of Zeitschrift für Religionskunde 3 Forschung – Didaktik – Unterricht

Research paper thumbnail of The ‘world religions paradigm’ as the organising principle of didactic action—a case study

British Journal of Religious Education

This article shows how discussion of the 'world religions paradigm' in integrated... more This article shows how discussion of the 'world religions paradigm' in integrated natural and social science teaching affects how religious plurality is handled. A concrete case study is used to illustrate how a teacher designs lessons on world religions. Based on this single case study, the article argues that the use of specific teaching materials, which are shaped according to the world religions paradigm and contain a highly essentialised and ahistorical depiction of religions, contrasts with the more nuanced additions made by the teacher in the oral monologue parts of the lesson. It is shown that the world religions paradigm is subtly and implicitly questioned as well as reproduced by the teacher. The analysis is based on de Certeau's theory of strategies and tactics, which allows for a discussion of teachers' scope of action.

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