‘RE teachers do get drunk you know’: becoming a religious education teacher in the twenty-first century

This chapter addresses Holocaust Education in Primary Schools in the Twenty-First Century (2018), a collection of essays on Holocaust education. The volume is organized into four parts. Part I looks at the impact of teaching the Holocaust to primary school students, highlighting the absence of empirical studies on Holocaust learning in the early grades. Part II considers pedagogical approaches toward teaching about the Holocaust in primary schools, arguing that successful teaching approaches for young pupils are those based on survivors' testimonies or on interdisciplinary and cross-curricular approaches involving literacy and art and religious education. Meanwhile, the third section of the book consists of five essays dealing with encountering the Holocaust in museum settings. The final section focuses on student perspectives. Collectively, the contributions in this volume point to the importance of narrative: namely, personal stories through which historical events and their impact on individuals can be explored.

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Towards a common ground: Arab versus Western views about challenges of Islamic religious education curriculum of the twenty-first century

Compare A Journal of Comparative and International Education ◽

10.1080/03057925.2014.932247 ◽

2014 ◽

Vol 45 (6) ◽

pp. 953-977 ◽

Cited By ~ 2

Author(s):

Hazem Rashed

Keyword(s):

Religious Education ◽

Common Ground ◽

First Century ◽

Education Curriculum ◽

Twenty First Century

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DERADIKALISASI DAN INTEGRASI NILAI-NILAI PLURALITAS DALAM KURIKULUM PESANTREN SALAFI HARAKI DI INDONESIA

Al-Tahrir Jurnal Pemikiran Islam ◽

10.21154/al-tahrir.v14i1.121 ◽

2014 ◽

Vol 14 (1) ◽

pp. 181

Author(s):

Mukhibat Mukhibat

Keyword(s):

Religious Education ◽

Boarding Schools ◽

First Century ◽

Nation State ◽

Close Attention ◽

Islamic School ◽

Regular Meeting ◽

Informal Discussion ◽

Twenty First Century ◽

The Government

Abstract: The beginning of twenty first century marks the proliferation of salafi-haraki Islamic boarding schools (pesantren) that blatantly reveals their distinctive thoughts, ideology and movement. These pesantrens advance puritan and literal-textual-fundamental understandings of Islam that potentially endanger the unity of Indonesia as a plural nation-state. The government must not only review the contents, materials and curriculum taught in radical pesantrens but also pay a close attention to their leaders’ and teachers’ methods and approaches to religious education both in class and beyond. This article offers strategies to develop Islamic school so it will not turn to be radical. This article argues that in order to preserve a very basic natural character of Indonesian pesantren, as a place to seed peace and tolerance, salfi-haraki pesantrens must integrate the values of multiculturalism and pluralism into their curriculum. This can be done by translating, assimilating and transforming work on pluralism. The values of pluralism will decimate the seeds of radicalism and fundamentalism and are transformed into agendas and activities, such as regular meeting, religious gathering and informal discussion as part of indirect teaching.

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