Das Blooomsbury-Handbuch zur religiösen Erziehung im Globalen Süden

 

The Bloomsbury Handbook of Religious Education
in the Global South
Yonah Hisbon Matemba , Bruce A. Collet (eds.)

London: Bloomsbury 2022, 520 pp., index
ISBN 978-1350105829

Description
The Bloomsbury Handbook of Religious Education in the Global South presents new comparative perspectives on Religious Education (RE) across the Global South. Including 23 chapters written by scholars from the Global North and South, this is the first authoritative reference work on the subject. The handbook is thematically organised into seven sections. The first three sections deal with provision, response to changes in contemporary society, and decolonizing RE. The next four sections explore young people and RE, perspectives on teachers, RE in higher education, and finally, challenges and opportunities for RE. The term 'Global South' is used here primarily to signify the deep economic divide with the Global North, but the concept is also examined in historical, geographical, political, social and cultural terms, including the indelible influence of religion in all four broadly defined regions. Exploring RE from local, cross-national as well as regional and sub-regional perspectives, the handbook examines RE from its diverse past, present realities, and envisioned future revealing not only tensions, contestations, injustices and inequalities of power, but importantly, how inclusive forms of RE can help solve these problems.

Deutsche Erläuterung

Das Bloomsbury Handbook of Religious Education in the Global South (Bloomsbury Handbuch der Religionspädagogik / religiösen Erziehung im globalen Süden) präsentiert neue vergleichende Perspektiven auf die Religionspädagogik im globalen Süden. Mit 23 Kapiteln, die von Wissenschaftlern aus allen Weltregionen verfasst wurden, ist dies das erste maßgebliche Nachschlagewerk zu diesem Thema.
Das Handbuch ist thematisch in sieben Abschnitte gegliedert.
Die ersten drei Abschnitte befassen sich mit Maßnahmen als Antwort auf Veränderungen in der heutigen Gesellschaft und der Entkolonialisierung des Religionsunterrichts.
Die nächsten vier Abschnitte beziehen sich ausführlich auf die jungen Menschen und den Religionsunterricht, sie sprechen die Perspektiven der Lehrkräfte an, untersuchen den Religionsunterricht in der Hochschulbildung und schließlich die Herausforderungen und Chancen für den (gegenwärtigen) Religionsunterricht.
Der Begriff "Globaler Süden" wird hier in erster Linie verwendet, um die tiefe wirtschaftliche Kluft zum Globalen Norden zu bezeichnen. Aber das Konzept ist umfassender und wird auch in historischer, geografischer, politischer, sozialer und kultureller Hinsicht untersucht. Dazu gehört auch der  unauslöschliche Einflusses der Religion in allen vier ausführlich definierten Weltregionen.
Das Handbuch untersucht die Religionsgemeinschaften darum aus lokaler, länderübergreifender sowie regionaler und subregionaler Perspektive und beleuchtet ihre vielfältige Vergangenheit, ihre gegenwärtigen Realitäten und ihre Zukunftsvisionen. Dabei werden nicht nur Spannungen, Anfechtungen, Ungerechtigkeiten und Machtungleichheiten aufgezeigt, sondern vor allem auch, wie integrative Formen der Religionsgemeinschaften zur Lösung dieser Probleme beitragen können.

Authors: 

Yonah Hisbon Matemba isSenior Lecturer in the Division of Education, School of Education and Social Sciences, University of the West of Scotland, UK. He is the co-author of Religious Education in Malawi and Ghana: Perspectives on Religious Misrepresentation and Misclusion (2021).

Bruce A. Collet is Professor in the School of Educational Foundations, Leadership and Policy in the College of Education and Human Development at Bowling Green State University, USA. He is the author of Migration, Religion, and Schooling in Liberal Democratic States (2018).

Contents / Inhaltsverzeichnis

Acknowledgments --- List of Images, Tables and Figures
List of Acronyms --- Notes on Contributors

Introduction
Religious Education in the Global South, Yonah Hisbon Matemba (University of the West of Scotland, UK) and Bruce A. Collet, (Bowling Green State University, USA)

Section One: State, Status and Provision of Religious Education
1. Non-state Providers in Education and the Provision of Religious Education
    in Kenya, Malini Sivasubramaniam (University of Toronto, Canada)
2. Zambia's Religious Education: Reviewing the Journey, Brendan Carmody (
    Institute of Education, University College London, UK)
3. Religious Education Reform in Turkey: Issues and Outcomes,
    Abdurrahman Hendek (Sakarya University Faculty of Theology, Turkey)

Section Two: Religious Education and Changes in Contemporary Society
4. We do not live alone: In Search of Inclusive Religious Education in Indonesian Faith
    Based Elementary Schools, Chiara Logli (Honolulu Community College, Hawaii, USA)
5. Religion and Secularism in Turkish Religious Education,
    Yusuf Ziya Ogretici (Ministry of National Education, Turkey)
6. Religious Education and Contemporary Issues in Zambia: Insights
    from Kabwe-Central Region, Joseph Chita and Nelly Mwale
    (University of Zambia, Zambia)

Section Three: Towards Decolonising Religious Education
7. Decolonising Christian Education in India? Navigating the Complexities of
    Hindu Nationalism and BJP Education Policy, Sally Elton-Chalcraft
    (University of Cumbria, UK) and David J. Chalcraft (Liverpool John Moores, UK)
8. Marginalisation of African Traditional Religion in Kenyan
    Religious Education Curriculum, Matthew M. Karangi (St John Fisher School, UK).

Section Four: Young People and Religious Education
  9. Indonesian Students' Perceptions on Doctrines, Ethics, and Identity in
      Religious Education, Tabita Kartika Christiani and Handi Hadiwitanto
      (Duta Wacana Christian University, Indonesia)
10. Engagement with the Religion Class in Colombian Catholic Schools, José María Siciliani
      (Universidad de La Salle, Bogotá, Colombia)
11. Religious Education in Christian Schools: Towards Faith Formation
      of South African Youth, Shantelle Weber (University of Stellenbosch, South Africa)
12. Young People's Dis/engagement with Religion in Contemporary Society:
      Implications for Religious Education in Botswana, Yonah Hisbon Matemba
      (University of the West of Scotland, UK) and Tebogo Ethel Seretse
      (Botswana Open University, Botswana)

Section Five: Perspectives on Teachers of Religious and Values Education
13. Developing Essential Values through Traditional Tales: Voices of Malawian
      Primary School Teachers, Imran Mogra (Birmingham City University, UK)
14. Religious Education in Chile at a Crossroads: Teacher Shortage and Supply
       in Catholic Schools, Cristóbal Madero (Universidad Alberto Hurtado, Chile)

Section Six: Religious and Moral Education in Higher Education
15. Religious Education for Social Transformation in Faith-Based Universities
      in Ghana, Daniel Nii Aboagye Aryeh (Perez University College, Ghana)
16. Higher Education for Moral Transformation at a Private Christian University
      in Malawi, Nelson M. Nkhoma (University of the Western Cape, South Africa)
17. Islamic Religious Education and Multiculturalism in Malaysia:
      University Students' Perspectives, Suhailah Hussien
      (International Islamic University Malaysia, Malaysia

Section Seven: Challenges and Opportunities for Religious Education
18. Challenges from Within: Israel's Religious and Ethnic Divisions and Its Impact
      on Schooling, Laurence Wolff (Independent Consultant)
19. Religious Illiteracy and the Dilemmas Facing Post-confessional Religion Education
      in South African Schools, Nuraan Davids
     (Stellenbosch University, South Africa) and Janet Orchard (University of Bristol, UK)
20. Constraints and Opportunities for Zimbabwe's New 'Family, Religion and
      Moral Education' (FAREME) School Curriculum, Gift Masengwe
      (University of the Free State, South Africa)
21. A Hundred Flowers Blossom: Hong Kong's Exceptionalism in
      Religious Education, Thomas K.C. Tse and Vion W.K. Ng
      (The Chinese University of Hong Kong, Hong Kong
      Special Administrative Region, China).
22. Christian Religious Education in Kenya: Challenges and Opportunities, 
      Simon Omare, Daniel Lagat and Eunice Kamaara (Moi University, Kenya)
24. Conducting Comparative Research on Religious Education in the Global South, 
      Bruce A. Collet (Bowling Green State University, USA)

References --- Index