‘The implications of ‘Critical Religion’ for Education’

Citation

I'Anson J & A. E. J (2024) ‘The implications of ‘Critical Religion’ for Education’. In: A Practical Guide to Critical Religion. London: Bloomsbury. bloomsbury.com.

Abstract
The chapter begins by problematising the familiar juxtaposition of words that is ‘Religious Education’, via an approach that outlines each term’s etymology and empirical use. In light of this analysis, it goes on to consider ways in which an educational project identified with critical religion might be put together. This challenges uncritical readings of ‘religion’, ‘education’ and, in consequence, what can be seen as a limited understanding of ‘RE’ that remains influential in the UK at secondary and primary school levels in particular. To this end, alongside references to current critiques of the term ‘religion’, a new educational heuristic is brought into play. This characterises the educational as a dynamic interconnection between critical, ethical and experimental elements. Three scenes – each complex, and specifically located within contexts – exemplify how practices within critical religion education spaces, such as the classroom, might engage issues of violence, gender, normativity and thinking otherwise.

Keywords
critical religion; religious education; gender; violence; heuristic; etymology; empirical analysis; normativity