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1、Chapter3Pedagogy,DialogueandTruth:InterculturalEducationintheReligiousEducationclassroomKevinO’GradySynopsisIdrawondatafromtworesearchstudiesofmyown,inSheffield,England,toillustratethepotentialofReligiousEducation(RE)tocontributetointerculturaleducation.Is
2、etmyargumentwithinDeniseCush’sconceptofpositivepluralism(1999).Idescribethemethodologyofmytwostudies,influencedbyactionresearchandethnography.IthenpresenttheirkeyfindingsintermsofREandinterculturaleducation.TherefollowsadiscussionofdialogueandtruthinREinth
3、elightofmyfindings.FinallyIoffertheconclusionthatREhasaverysignificantcontributiontomaketointerculturaleducation,providedthesubjectembracesadialogicalpedagogy(includingadialogicalviewoftruth).RE’svalueisinplacingstudentsinadialogical,alwaysincompleterelati
4、onshipwithreligiousplurality.IalsoreflectthatIhavebeenabletoshowthistobetruewhetheraschoolisrelativelymonoculturalormulticultural,andwhetherindividualstudentsarestudyingtheirownorothers’beliefs.Inthisway,IcansaythatinterculturaleducationisthebasisofRE.Intr
5、oductionMyaimistoexemplifytheviewthatReligiousEducation(RE)hasmuchtocontributetointerculturaleducation,byreportinganddiscussingtworesearchprojectsofmyown.Thefirstwasamasters’dissertation(O’Grady2002,2003;seealsoJackson2004,103-5);thesecondisadoctoralthesis
6、inprogressatthetimeofwriting.BothprojectshavetakenplaceincomprehensiveschoolsinSheffield,England,undertheauspicesoftheWarwickReligionsandEducationResearchUnit.Iwillrefertothetwoprojectsasstudy1andstudy2.Study1wasundertakeninaschoolinnorth-westSheffieldwhic
7、hhasanalmostexclusivelywhitestudentpopulation.Atthetimeofthestudytherewassomeevidenceofracistattitudeswithinsectorsofthatpopulation,includinggraffiti,theuseofspokenracistlanguageandracistbullying.Shortlybeforethestudy’scommencementtheschoolhadbeenplacedint
8、hecategoryof‘seriousweaknesses’asanoutcomeofanOfficeforStandardsinEducationinspection.Thisisacategory14usedbytheinspectoratetodefineschoolsprovidingbroadlysatisfactorystandardsofeducation,butwherethereareworr
