Έκδοση / Published: Τόμος 2ος, Τεύχος 1ο [ Απρίλιος 2019 ] / Vol. IΙ, Issue 1 [ April 2019 ]
Σελίδες / Pages: 17-38
Κατηγορία / Category: Άρθρο με διπλή κριτική αξιολόγηση / Peer-reviewed article
Πλήρες κείμενο / Full text: PDF [ Downloads: 321 ]
Περίληψη / Abstract
Over the course of the past decades, many changes have occurred in the Greek Educational System. In Greece, where religion is of major significance both for historical reasons and public sentiment, each reform of the RE Curricula has attracted much attention and engendered social concern. The era examined is of vital significance for Greece due to radical changes in the political scenery. Primary Religious Education Curricula (1974-1979), will be examined through qualitative data and content analysis. The main objective is to define the status of the RE subject, based on the theoretical framework of B. Bernstein and to understand the historical, political and societal context whilst applying Braten’s methodology. The two main targets of this article are first to bring forward the proposed ‘12+1 aspects of RE Curricula’ method, as an addition in Curriculum analysis methodology and, as an example to analyze Greek RE Primary school Curricula (1974-1979) while examining and evaluating their significance. The Bernsteinian ‘educational identity’ leads to a “religious educational identity”, which is projected and formed through the RE Curricula. The results of the analysis show evidence of a “Collection’’ Curriculum (C++/F++), promoting a ‘narrow educational identity’. Contemporary students’ ‘religious educational identity’ is a matter of further research.
Λέξεις κλειδιά / Keywords
Religious Education, Curriculum, content analysis, Bernsteinian theory, classification/framing, religious identity.
Βιβλιογραφική αναφορά / Reference:
Vavetsi, Ch. (2019).12+1 aspects of RE Curricula: Bernsteinian theoretical framework combined with Braten’s methodology. Tracing the ‘religious educational identity’. Ελληνική Περιοδική Έκδοση για τη Θρησκευτική Εκπαίδευση / Greek Journal of Religious Education, 2(1), 17-38, DOI: 10.30457/30420192
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