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British Journal of Religious Education Volume 33, 2011 - Issue 2: Religion, Education, Dialogue and Conflict: The REDCo Project
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Articles

European religious education teachers' perceptions of and responses to classroom diversity and their relationship to personal and professional biographies

Judith Everington Institute of Education, University of Warwick, Coventry, CV4 7AL, UKCorrespondence[email protected]
,
Ina ter Avest Department of Theology, Faculty of Humanities, Utrecht University, Utrecht, The Netherlands
,
Cok Bakker Department of Theology, Faculty of Humanities, Utrecht University, Utrecht, The Netherlands
&
Anna van der Want School of Education, Eindhoven University of Technology, Eindhoven, The Netherlands
Pages 241-256 | Published online: 18 Feb 2011

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James Nelson & Yue Yang. (2023) The role of teachers’ religious beliefs in their classroom practice – a personal or public concern?. Journal of Beliefs & Values 44:3, pages 316-333.
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Tuuli Lipiäinen & Saila Poulter. (2022) Finnish teachers’ approaches to personal worldview expressions: A question of professional autonomy and ethics. British Journal of Religious Education 44:3, pages 293-303.
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Trevor Cooling. (2020) Worldview in religious education: autobiographical reflections on The Commission on Religious Education in England final report. British Journal of Religious Education 42:4, pages 403-414.
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Ruth Vilà Baños, Angelina Sánchez-Martí & María José Rubio Hurtado. (2020) Pre- and in-service education professionals facing religious diversity and interreligious dialogue in Catalonia. Journal of Beliefs & Values 41:2, pages 179-194.
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Ruth Vilà Baños, Montserrat Freixa Niella, Angelina Sánchez-Martí & María José Rubio Hurtado. (2020) Head teachers’ attitudes towards religious diversity and interreligious dialogue and their implications for secondary schools in Catalonia. British Journal of Religious Education 42:2, pages 180-192.
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David Carlsson. (2020) Representation and safe space: conflicting discourses in RE teacher education supervision. British Journal of Religious Education 42:1, pages 36-44.
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Maximilian Broberg. (2020) The use of teaching materials in religious education in Sweden: a quantitative analysis of Swedish religious education teachers’ reported use of teaching materials in RE classrooms. British Journal of Religious Education 42:1, pages 45-55.
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Michalinos Zembylas, Marios Antoniou & Loizos Loukaidis. (2019) Navigating Between National Religious/Confessional Ideology and Interreligiosity: The Case of Greek-Cypriot Teachers in Religious Education. European Education 51:3, pages 165-185.
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Michalinos Zembylas, Loizos Loukaidis, Marios Antoniou & Petroula Antoniou. (2019) Religious doctrines and critical religious education: teachers’ epistemic switching in a confessional setting. British Journal of Religious Education 41:3, pages 286-298.
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James Nelson. (2019) Meaning-making in religious education: a critical discourse analysis of RE departments’ web pages. British Journal of Religious Education 41:1, pages 90-104.
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Michalinos Zembylas, Loizos Loukaidis & Marios Antoniou. (2018) Enacting critical hermeneutics in religious education: epistemological tensions, contextual realities, and teachers’ challenges. Journal of Beliefs & Values 39:4, pages 399-415.
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Francisco Vargas-Herrera & Loreto Moya-Marchant. (2018) Catholic religion teachers in Chile: an approach to identity building with regard to existing mission-profession tension. British Journal of Religious Education 40:2, pages 207-217.
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Michalinos Zembylas & Loizos Loukaidis. (2018) Emerging relationships between religious education and citizenship education: teachers’ perceptions and political dilemmas in Cyprus. British Journal of Religious Education 40:2, pages 169-181.
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Henrik Simojoki. (2016) Three Steps Back Toward the Future: On the “Path Dependency” of Teaching Religious Education in a Globalized World. Religious Education 111:3, pages 256-261.
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Stephen G. Parker, Rob Freathy & Jonathan Doney. (2016) The professionalisation of non-denominational religious education in England: politics, organisation and knowledge. Journal of Beliefs & Values 37:2, pages 201-238.
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Judith Everington. (2016) ‘Being professional’: RE teachers’ understandings of professionalism 1997–2014. British Journal of Religious Education 38:2, pages 177-188.
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Rob Freathy, Stephen G. Parker, Friedrich Schweitzer & Henrik Simojoki. (2016) Conceptualising and researching the professionalisation of Religious Education teachers: historical and international perspectives. British Journal of Religious Education 38:2, pages 114-129.
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Johan Liljestrand & Maria Olson. (2016) The (educational) meaning of religion as a quality of liberal democratic citizenship. Journal of Curriculum Studies 48:2, pages 151-166.
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Johan Liljestrand. (2015) Religions constructed as similar or different by teachers of religious education from a citizenship education perspective. British Journal of Religious Education 37:3, pages 240-255.
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Chien-hsing Wang. (2013) Fostering critical religious thinking in multicultural education for teacher education. Journal of Beliefs & Values 34:2, pages 152-164.
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Judith Everington. (2012) ‘We’re all in this together, the kids and me’: beginning teachers’ use of their personal life knowledge in the Religious Education classroom. Journal of Beliefs & Values 33:3, pages 343-355.
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Articles from other publishers (12)

Charles Kofi TweneKonadu Adam & Dorcas Amedorme. (2023) Teacher Professional Learning in Religious and Moral Education: Conditions Affecting its Effectiveness at St. Ambrose College of Education in Ghana. Journal of Education and Learning Technology, pages 82-90.
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Christoph Knoblauch. (2023) Cultural and Religious Diversity in Early Childhood Education Implications of Socialization and Education for the Geographies of Childhood. Religions 14:4, pages 555.
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Naïma Lafrarchi. (2021) Intra- and Interreligious Dialogue in Flemish (Belgian) Secondary Education as a Tool to Prevent Radicalisation. Religions 12:6, pages 434.
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Lars Unstad & Henning Fjørtoft. (2021) Texts, readers, and positions: Developing a conceptual tool for teaching disciplinary reading in religious education. Learning and Instruction 73, pages 101431.
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Graeme Nixon, David Smith & Jo Fraser-Pearce. (2021) Irreligious Educators? An Empirical Study of the Academic Qualifications, (A)theistic Positionality, and Religious Belief of Religious Education Teachers in England and Scotland. Religions 12:3, pages 184.
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Silja Lamminmäki-Vartia, Saila Poulter & Arniika Kuusisto. (2020) The learning trajectory of emerging professionalism: A Finnish student teacher negotiating world-view education and early childhood education and care superdiversity. Contemporary Issues in Early Childhood 21:4, pages 297-311.
Crossref
Ana Thea Filipović. 2018. Inklusion in/durch Bildung?. Inklusion in/durch Bildung? 273 286 .
Karin Kittelmann FlensnerKarin Kittelmann Flensner. 2017. Discourses of Religion and Secularism in Religious Education Classrooms. Discourses of Religion and Secularism in Religious Education Classrooms 37 45 .
Judith Everington. (2016) „Professionell sein“ – Professionalität im Verständnis von Religionslehrerinnen und -lehrern (1997–2014). Zeitschrift für Pädagogik und Theologie 68:2, pages 208-223.
Crossref
Henrik Simojoki, Friedrich Schweitzer, Stephen G. Parker & Rob Freathy. (2016) Die Professionalisierung des Religionslehrerberufs als Aufgabe und Gegenstand religionspädagogischer Forschung. Historische und systematische Perspektiven. Zeitschrift für Pädagogik und Theologie 68:2, pages 135-152.
Crossref
Thom Geurts, Ina ter Avest & Cok Bakker. 2014. Religious Education at Schools in Europe. Religious Education at Schools in Europe 171 204 .
Ina ter Avest. 2013. Gender, Religion and Education in a Chaotic Postmodern World. Gender, Religion and Education in a Chaotic Postmodern World 137 149 .

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