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History, Remembrance and Religious Education

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Edited By Stephen G. Parker, Rob Freathy and Leslie J. Francis

How should the Holocaust be taught in schools, and to what end? What role should religious education play in recounting and remembering this human catastrophe? How has the nature and purpose of religious education changed and developed over time? What contribution should religious education make to identity formation, particularly regarding the role of memory, heritage and tradition? The scholarly reflections in this volume, drawing upon historical, theoretical and empirical perspectives, provide insights into past, present and potential future developments in religious and values education in a range of national contexts, including Germany, Israel, Norway, Canada and South Africa. The chapters fall under three headings: fostering a culture of remembrance; historical perspectives on religious education; and history, tradition, memory and identity. Together they form a unique collection of international perspectives upon these interlocking themes.
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12 The Roots of Memory and the Space of Religious Education in Catholic Schools in Canada

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This chapter draws attention to two outstanding twentieth-century women pedagogues, Françoise Darcy-Berubé (1922–) and Christiane Brusselmans (1930–1991), by highlighting their significant contributions to the development of Religious Education in Catholic schools in Canada. Tracing the contours of Françoise Darcy-Berubé’s and Christiane Brusselmans’ pedagogical visions, this investigation is framed along three critical fronts: first, the forging of new frameworks in education and theology that brought fresh layers of interpretation to old and routinized understandings of curriculum structure, context, and content; second, the envisioning and implementation of a Religious Education methodology that inspired a new consciousness about the relational, social, cultural, and aesthetic dimensions of educational encounter; and third, the shaping of a hospitable and dialogical curriculum that connected with human experience and fostered the exploration of new openings and possibilities for teaching and learning in the classroom. Historically, the chapter illuminates the paradigmatic shift in the vision of and approach to Religious Education over the past fifty years, along with its perspectives of renewal. The instrumental work of Berubé and Brusselmans in bringing this renewal to bear in Canada is of critical importance in this chapter, in particular their efforts in moving toward a more inclusive, comprehensive, and holistic understanding of curriculum and teaching. ← 273 | 274 →

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