Page 100 - TWO OF A KIND • Erik Renkema

CHAPTER 4
discrepancy between the theoretical perspective on this school value and the practice of religious education. This leads us to our last question: how can the value of equality be interpreted when teachers strive for the inclusion of the equality of sources in interpreting this school value, and what is the significance of the Christian tradition in religious education at a cooperation school in this inclusive interpretation?
7.2. Questions for further research
In our data, respondents from school 1, 2 and 3 mentioned collective moments when students of Christian and of secular religious education meet. These moments are organized in addition to the segregated moments of contemplation and the celebrations and are regarded as moments to exchange content from the segregated religious education. In the light of our emphasis on the core values of cooperation schools and on our three concepts, these moments are interesting: could we work with teachers to create activities for religious education that try to answer the aforementioned questions and that implement school values of encounter and equality? In line with this question, it is important to evaluate these activities with the participating teachers and study their perspective on the values in the light of theoretical perspectives on diversity in religious education.
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