Studies in Religion, Education and Values
Edited By Jeff Astley and Leslie J. Francis
This volume brings together two core concepts that are central to understanding the social and public significance of religions and theologies within the contemporary world and are therefore of key importance to the discipline of religious education: diversity and intersectionality. Religious diversity requires an understanding of religions and theologies and their roles within a plural society. However, the effect of the intersectionality of multiple social identities on a person’s flourishing illuminates the ways in which the broader complexity of diversity must be viewed from different perspectives.
These core constructs were brought together in a recent conference convened by the International Seminar on Religious Education and Values, the leading international association for religious educators across the world. This volume presents twelve key contributions made to the seminar, spanning both conceptual and empirical approaches, and represents a unique collection of international perspectives on the interlocking themes of intersectionality and diversity.
2 Gender in Research on Religious Education and Values Formation
How is gender understood in contemporary research on religious education and values formation/education? This is the question of this chapter which presents a thematic analysis of a sample of articles published between 2000 and 2014 in the British Journal of Religious Education and the Journal of Moral Education. To allow for comparison the South African Journal of Education and Gender and Education were also studied. Articles were identified via the search engine of each journal by using the search term ‘gender’. Three kinds of use of gender theory are defined, basically depending on how the category of gender is understood. The uses can be described as viewing sex and gender related to girls and boys, or women and men, implying sex/gender differences (Phase I); gender as connected to structural inequalities (Phase II); and gender as performative and as social constructions with variations (Phase III).
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