"I speak textbook Jewish": Confessions of an outsider

Buchanan, JD

"I speak textbook Jewish": Confessions of an outsider

Buchanan, JD

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Publisher:: Australian Catholic University
Publication Type:: Journal Article
Citation:: Journal of Religious Education, 2010, 58 (4), pp. 53 - 62
Issue Date:: 2010-01

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Field	Value	Language
dc.contributor.author	Buchanan, JD https://orcid.org/0000-0001-6454-2296	en_US
dc.date.issued	2010-01	en_US
dc.identifier.citation	Journal of Religious Education, 2010, 58 (4), pp. 53 - 62	en_US
dc.identifier.issn	1442-018X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/17214
dc.description.abstract	Two religious education modes have co-existed in public education for 'some time. In NSW, these are known as General Religious Education (GRE) and Religious Instruction (RI). GRE is seen as non-sectarian in nature. Teaching of GRE is typically conducted by the classroom teacher, perhaps supported by visiting experts. Its aim is primarily to inform about the faith and its adherents; education by outsiders, catering for outsiders. RI, by contrast, is usually conducted by a visiting faith adherent, and is persuasive in purpose. This paper compares each approach, and asks who is best positioned to instruct on religion/s, in terms of the subject's audience and purposes. It investigates what faith 'insiders', or outsiders bring and fail to bring to GRE pedagogy. Can outsiders transcend 'textbook knowledge'? This dichotomy is illustrated by encounters between the (outsider) author and an insider-colleague. Three strands intertwine in this paper: my discussions with a colleague; my understanding of my teaching; the implications for related curriculum.	en_US
dc.publisher	Australian Catholic University	en_US
dc.relation.ispartof	Journal of Religious Education	en_US
dc.title	"I speak textbook Jewish": Confessions of an outsider	en_US
dc.type	Journal Article
utslib.citation.volume	4	en_US
utslib.citation.volume	58	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1608 Sociology	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.issue	4	en_US
pubs.volume	58	en_US

Abstract:

Two religious education modes have co-existed in public education for 'some time. In NSW, these are known as General Religious Education (GRE) and Religious Instruction (RI). GRE is seen as non-sectarian in nature. Teaching of GRE is typically conducted by the classroom teacher, perhaps supported by visiting experts. Its aim is primarily to inform about the faith and its adherents; education by outsiders, catering for outsiders. RI, by contrast, is usually conducted by a visiting faith adherent, and is persuasive in purpose. This paper compares each approach, and asks who is best positioned to instruct on religion/s, in terms of the subject's audience and purposes. It investigates what faith 'insiders', or outsiders bring and fail to bring to GRE pedagogy. Can outsiders transcend 'textbook knowledge'? This dichotomy is illustrated by encounters between the (outsider) author and an insider-colleague. Three strands intertwine in this paper: my discussions with a colleague; my understanding of my teaching; the implications for related curriculum.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/17214