Page 163 - TWO OF A KIND • Erik Renkema

and Pihlström 2015; Ghiloni 2011; Berding and Miedema 2007). Our research gives insight in the way dialogue in the context of plurality is organized and what values and motives structure these practices. We detected that this dialogue in religious education is limited. We investigated what reasons our respondents mentioned for this limitation and we dealt with this limitations by stimulating teachers to develop a concrete dialogical practice and by bringing in the perspective of Dewey.
4. Further research
The research about cooperation schools produced results that originated from
the concrete field of school values and religious education. The results from
our research have generated the following points that, in our view, need to be
investigated. 7
For the case studies in our research we explored several cooperation schools. However, these were all the results of a merger between a public and a protestant school. No schools of public-catholic origin participated. Only in the first phase principals of this category participated in the survey (chapter 2). Also a non- response investigation confirmed our finding that all schools, from every origin, found their education on the key values of encounter and equality. However, we also detected data for our presumption that the practice of religious education is organized otherwise at these schools of a public-catholic origin: collective religious education for all students appears to be more common (chapter 2). This is a promising result that requires further research that could find out whether there is a distinction between cooperation schools from a public-catholic origin and from a public-protestant origin. Do they translate their values differently into the practice of religious education?
The same question can be asked to cooperation schools for secondary education. In our research we only investigated schools for primary education. Can we detect resemblances and differences when it comes to key values, moments of contemplation and celebrations at secondary cooperation schools?
Our second question deals with the groups of respondents. We only investigated teachers and principals, being the professionals who are responsible for value based education. Also the celebration that was the product of our participatory action research (chapter 5) was organized by teachers. We recommend further
CONCLUSIONS AND DISCUSSION
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