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Title
of Workshop |
Workshop
Leader |
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1 |
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Virtually
Religious: Access to technology is now considered by
many as much an essential need as access to shelter, food and
medicine. In the educational world of the future will e-poverty
be as divisive as poverty is now?
This
seminar will look at how religion is portrayed on the internet.
This seminar will explore how religious groups are evangelising
via the internet and how teachers in RE classrooms can access
and critically evaluate these resource. It will also consider
how students in classrooms can use technology to express their
own religious and spiritual development. |
Paul
Hopkins, independent academic
and consultant on Religious Education and technology, UK.
Download
Presentation
Support
Materials and expansion on these ideas |
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3 |
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Poverty
and social inclusion in the picture! Could it be that
in the Low Countries Hieronymus Bosch and Pieter Bruegel the
Elder used their artistic talents to look upon poverty as an
experience of contrast in a turbulent social and religious context?
And what about Rembrandt and later Van Gogh? Have they given
us a new way to think about poverty and social exclusion? Do
we know some contemporary artists working with disadvantaged
people? Do these artists possibly offer a new language in order
to communicate about their ‘condition humaine’?
For this workshop paintings, sketches, portraits, cartoons,
installations and projects will be introduced as sources for
reflection and action in an educational context. This visual
approach on poverty is supported by some controversial insights
of theologians and social thinkers. Last, but not least, there
will an evaluation of some key theories and images used in RE
textbooks and in campaigns of social and religious organisations
to highlight social inclusion. |
Hugo
Verkest: Belgium
Download
coming soon |
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4 |
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Speaking
in Tongues: The Europe of the EU is now 27 countries
with 22 languages. How important is MY / THE language when we
are discussing issues in the RE classrooms of Europe. Is the understanding
of 'poverty' or 'social inclusion' the same in the French, German,
British, Estonia and Italian classrooms? This workshop will explore
the problems with conceptual understanding and with the dialectic,
the ways of discussing, in the RE classroom considering both Hegelian
dialectic and Lévi-Strauss' ideas of deep insight into
mythology and language and so how we can use the common narratives
of religion to explore and discuss ideas of poverty and inclusion. |
Genevieve
Locqueville: France
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coming soon |
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5 |
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The
interface between religion and school life: As our school
populations become more diverse, we encounter the challenges offered
by difference and must reflect upon how we can be inclusive in
our school practices. This workshop will look at how issues such
as dress, diet/food, art, music, jewellery, dance, physical education
and sex education are affected by the inclusion of pupils from
a variety of religious backgrounds. |
Lesley
Prior: UK (England)
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Presentation |
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6 |
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Ways
and strategies of building inclusive RE: Inclusive religious
education has its role of reclaiming the voice, the value, and
the experience of all marginal and oppressed groups in the educational
realm of the school. An inclusive approach towards teaching religion
seeks to transform the social and political order on all levels
that promote human oppression embedded in diverse practices. The
workshop will focus on theoretical assumptions and practical classroom
strategies how to recognize a diversity of voices and experiences
by teaching tolerance towards the other religious traditions,
by becoming aware of social constructions of one’s identity,
by exposing the falsity of the exclusive language used in teaching
religion, questioning the dominant metaphors, as well as learning
to value differences. This also means including persons who are
excluded by ethnic or racial, gender, or other criteria. The leader
of the workshop will invite the participants to discuss the broadness
of inclusive education, will encourage the participants of the
workshop to discuss how inclusive is RE, as well as raise some
question, such as: Who is the outsiders/outsider in RE? Who needs
to be included and how? What are the limits of inclusion? |
Dr
Dzintra Ilisko: Latvia with Valdis Teraudkalns
and Laima Geikina
Download
Pres on Poverty
Download Pres
on Religiosity
Download Poverty and Justice
PDF
|
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8 |
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How
can students be actively engaged in responding to the needs
of the underprivileged in their community? In many
ways, Australia is an affluent country yet many in our country
do not share in the social and economic security and comfort
which we perceive to be the norm.
This workshop will explore how schools can engage students to
respond (in faith) to poverty and a lack of social inclusion
experienced by too many using the presenter's own school as
an example. It will look at
-
linking to the relevant content within the formal RE curriculum
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describing the variety of activities in which students are
engage
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outlining how the school actively promotes and supports the
charitable and justice initiatives of the staff and students
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showing televised interviews of students and staff who explain
how they perceive this work, why they are involved and what
they think are the outcomes; and then
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demonstrating how all these facets all linked.
This
will be followed by:
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an exploration of what is happening within the European context/s
and the possibilities that exist or could be developed and
- reflections
on how these ideas might work in the workshop participants’
own situations.
|
Chris
Callus: Australia
Download
coming soon |
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9 |
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Inclusive
spiritual experiences for teachers in training:
Scotland’s
new Curriculum for Excellence requires all areas of the curriculum
to be taught through active, experiential learning. In Religious
and Moral Education these experiences must be inclusive of those
with personal religious beliefs and those with no personal faith
commitment.
How can this be achieved with generic primary school trainee
teachers for whom religion is private, and emotions and feelings
are something to be kept to oneself?? (Surely not just a peculiarly
Scottish character trait?) How can we offer these teachers of
the future opportunities throughout their training to experience
for themselves the kind of learning we hope to offer pupils?
This can prove to be a particularly personal and emotive challenge
for both students and tutor.
“Above all, it is the teacher who brings the inspiration
and the challenge.” *
This workshop will give you the opportunity to try for yourself
the experiences offered through one teacher training programme.
See how the inspiration and challenge offered to students can
impact on the Religious and Moral Education they offer to their
pupils.
*
A Curriculum for Excellence |
Susan
Leslie: UK (Scotland)
Download
Presentation
Support
Materials and expansion on these ideas
|
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10 |
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Inclusion
and Controversial Issues in the RE classroom
Drawing
on experiences of teaching R.E. and preparing student teachers
in the religiously divided and increasingly ethnically diverse
region of Northern Ireland, this seminar will offer suggestions
for dealing with the controversies that can arise within the
subject content and between pupils with differing views. Taking
examples from issues around poverty and inclusion, the session
will include experience of some practical, active-learning strategies
for the positive management of controversial issues in a range
of different contexts. Participants will be provided with documentation
to assist them in applying the relevant principles and strategies
to their own teaching situations. |
Norman
Richardson : UK (N.Ireland)
Download
Presentation
Inclusion in the
Classroom in NI
Dealing with contraversial
issues
Ground rules for
discussion
Scenarios
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