Panjwani, F;
Revell, L;
(2018)
Religious education and hermeneutics: the case of teaching about Islam.
British Journal of Religious Education
, 40
(3)
pp. 268-276.
10.1080/01416200.2018.1493269.
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Abstract
This article attempts to do three things: the first is an exploration of the ways in which Islam is presented in an essentialist way (with a focus on religious education (RE) in England and Wales), leading to stereotypes and unsubstantiated generalisations that are then embedded in resources and agreed syllabi, secondly, it provides a critique of essentialism, and finally a case is made for the role of hermeneutics in the teaching and learning of Islam. We argue that a hermeneutical approach is a sound way to both conceptualise the phenomenon of Islam and a pedagogical opening to make sense of it, that may help overcome some of the weaknesses of the current ways of teaching about Islam.
| Type: | Article |
|---|---|
| Title: | Religious education and hermeneutics: the case of teaching about Islam |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/01416200.2018.1493269 |
| Publisher version: | http://dx.doi.org/10.1080/01416200.2018.1493269 |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Hermeneutics, Islam, essentialism, stereotypes, diversity, Muslims |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10060203 |
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