Deconstructing religious identity, difference, and belonging : implications for anti-racist pedagogy

Arber, Ruth 2015, Deconstructing religious identity, difference, and belonging : implications for anti-racist pedagogy, Diaspora, Indigenous, and minority education, vol. 9, no. 1, pp. 21-36, doi: 10.1080/15595692.2014.980803.

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Title Deconstructing religious identity, difference, and belonging : implications for anti-racist pedagogy
Author(s) Arber, Ruth
Journal name Diaspora, Indigenous, and minority education
Volume number 9
Issue number 1
Start page 21
End page 36
Total pages 17
Publisher Taylor & Francis
Place of publication Oxford, Eng.
Publication date 2015
ISSN 1559-5706
Summary Increasing numbers of Australians identify with a multiplicity of religion groups or have no religious affiliation. Despite this, the representation of religious groups other than Christian—and the implications of this for anti-racist pedagogy in Australian schools—is seldom explored. This article interrogates the ways in which the most prominent of these minority religious groups (Buddhist, Hindu, Muslim, Jewish) were spoken about in two Melbourne newspapers and considers the implications of this interrogation for multicultural pedagogy in globally integrated local school contexts, such as those in Australia. Methodologies of social cultural theory and critical discourse analysis (CDA) are used to investigate newspaper discussions from the different viewpoints of their experiential, systemic, and normative focus. I find that notions of religious identity described in the media are stylized in form and an almost-silent normative self-identity is defined against clichéd typologies made within a crucible of race, identity, and belonging.
Language eng
DOI 10.1080/15595692.2014.980803
Field of Research 130199 Education systems not elsewhere classified
130299 Curriculum and Pedagogy not elsewhere classified
130302 Comparative and Cross-Cultural Education
Socio Economic Objective 939903 Equity and Access to Education
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2015, Taylor & Francis
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Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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