Location of Repository

The interpretive approach as a research tool : inside the REDCo project

By Robert Jackson

Abstract

This contribution shows how the author’s interpretive approach to religious education was used as a theoretical and pedagogical stimulus and an empirical research tool by researchers in the European Commission Framework 6 REDCo (Religion, Education, Dialogue, Conflict) Project. The origins and development of the interpretive approach, from its roots in the ethnographic study of children from religious backgrounds, are summarised, and an account is given about how its key concepts were used to frame a checklist of questions for REDCo researchers dealing with both empirical research methodology and pedagogy. Examples and case studies are presented illustrating how the approach was used by REDCo researchers as a methodological tool for empirical research, a pedagogical tool or stimulus to pedagogical clarification and a tool for meta-analysis and theory development

Topics: LB
Publisher: Taylor & Francis
Year: 2011
OAI identifier: oai:wrap.warwick.ac.uk:3882

Suggested articles

Preview

Citations

  1. (Eds.) doi
  2. (1987). 1 This concept resembles Michael Grimmitt’s idea of ‘learning from’ religion but is not identical to it (see Grimmitt
  3. 2 The unpublished reports used as sources for Jackson 2008d were prepared by Ina ter Avest (Amsterdam), Aurora Álvarez Veinguer
  4. (2009). A community of dialogue and conflict? Discussion of community of practice findings in a wider European context, in
  5. (1988). Approaches to Hinduism. London:
  6. (1994). Bridges to Religions: Teacher’s Resource Book, The Warwick RE Project.
  7. (1996). Contesting culture: Discourses of identity in multi-ethnic London. Cambridge: doi
  8. (2008). Contextual Religious Education and the Interpretive Approach, doi
  9. (2006). Defining and promoting the study of religion in British and American schools. doi
  10. (2005). Din Egitimi: Yorumlayýcý Bir Yaklaþým. Istanbul, Deðerler Eðitimi Merkezi Yayýnlarý (Istanbul, DEM Publishing), (Turkish translation of Religious Education: An Interpretive Approach).
  11. (2008). Encountering Religious Pluralism in School and Society: A Qualitative Study of Teenage Perspectives in Europe.
  12. (1981). Ethnic groups and boundaries. In Process and forms in social life: Selected essays. London: Routledge and Kegan Paul.
  13. (2007). European institutions and the contribution of studies of religious diversity to education for democratic citizenship, in
  14. (2010). From Indifference to Dialogue? Estonian Young People, the School and Religious Diversity. doi
  15. (2008). Hermeneutics and Religious Education: The Interpretive Approach in relation to the work of Jürgen Lott,
  16. (1996). Hindus, ‘Interpreting Religions’ series, The Warwick RE Project.
  17. (1993). In which sense do cultural islands exist? doi
  18. (2004). Intercultural education: Ethnographic and religious approaches.
  19. (2005). L’éducation interculturelle et la diversité religieuse: les approches interprétatives et dialogiques en Angleterre’ in Fernand Ouellet (ed.) Quelle formation pour l’education a la religion? Quebec: Les Presses de l’Universite Laval.
  20. (2010). Learning to be Norwegian: A case study of identity management in religious education in Norway, Unpublished PhD Thesis,
  21. (1990). Listening to Hindus. London: Unwin Hyman.
  22. (1983). Local knowledge. doi
  23. (1996). Meeting Christians: Book one, ‘Bridges to Religions’ series, The Warwick RE Project.
  24. (1996). Meeting Christians: Book Two, ‘Bridges to Religions’ series, The Warwick RE Project.
  25. (2003). Motivation in religious education: A collaborative investigation with year eight students, doi
  26. (2005). Pedagogy, dialogue and truth: Intercultural education in the religious education classroom, in doi
  27. (2009). Power to the People! Dialogue and Conflict in the Light of Classroom Interaction Studies, in I. ter doi
  28. (2009). Prospects for and Obstacles to Dialogue in Religious Education in Estonia, in I. ter
  29. (2009). Pupils, teachers and researchers: Thinking from double hermeneutics – an ethnographic approach to a triadic methodology, in I. 14 ter
  30. (2008). REDCo Deliverable D.2.1: Report on the validity and changes of the interpretive approach: Findings on the basis of this theory and 16 adaptation of the interpretive approach on the basis of the triangulation. Brussels: European Commission.
  31. Religion and Diversity: A qualitative study of young people’s talk about religion in a secular and plural society: A Norwegian case, unpublished PhD thesis,
  32. (2008). Religion and education through the eyes of students from St Petersburg, in:
  33. (2008). Religion in the educational life world of students: Results of the Dutch qualitative study, in
  34. (1989). Religions through Festivals: Hinduism.
  35. (2010). Religious Diversity and Education for Democratic Citizenship: The Contribution of the Council of Europe, doi
  36. (1987). Religious education and human development: The relationship between studying religions and personal, social and moral education. Great
  37. (2001). Religious education in a global perspective: a contextual approach’, in
  38. (2008). Religious Education in North-Rhine Westphalia: Views and Experiences of Students, in:
  39. (1997). Religious Education: An Interpretive Approach. London: Hodder and Stoughton.
  40. (2009). Researching religious education pedagogy through an action research community of practice, doi
  41. (2004). Rethinking Religious Education and Plurality: Issues in Diversity and Pedagogy. doi
  42. (2009). Scenes from a classroom: Video analysis of classroom interaction in religious education in Norway,
  43. (1982). Social anthropology. doi
  44. (1994). Something to share, ‘Bridges to Religions’ series, The Warwick RE Project.
  45. (2009). Teachers Responding to Religious Diversity in Europe: Researching Biography and Pedagogy. doi
  46. (2008). Teaching about religions in the public sphere: European policy initiatives and the interpretive approach, Numen: International Review for the History of Religions, doi
  47. (2009). Teenagers’ Perspectives on the Role of Religion in their Lives, Schools and Societies: A European Quantitative Study.
  48. (2008). Textbooks on Religions from around the World.
  49. (1984). The Concerns of Religious Education and the Characterisation of Hinduism, doi
  50. (2008). The Emergence and Development of the Interpretive Approach, doi
  51. (2007). The European research project on religion and education ‘REDCo’: An introduction, in doi
  52. (1973). The interpretation of cultures. doi
  53. (1978). The Meaning and End of Religion. doi
  54. (1988). The predicament of culture. Cambridge (Mass):
  55. (2004). The Religious Dimension of Intercultural Education.
  56. (2008). To believe or not to believe: Young people’s perceptions and experiences with religion and religious education in Norway,
  57. (2004). Tradition and reflexivity in religious education. doi
  58. (2006). Understanding religious diversity in a plural world: the interpretive approach, doi
  59. (2011). Young peoples’ talk about religion and diversity. A qualitative study of Norwegian students aged 13-15 doi

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.