Page 21 - TWO OF A KIND • Erik Renkema

First, encounter in plural settings can foster identity formation among students. 1 Confronted by and in dialogue with views and experiences that are unfamiliar or
different than their own views, students can reflect on their personal position and
can add something new to their identity and view of life (Elias 2010; Vermeer 2004;
Rautionmaa and Kallioniemi 2017). Encounters in the context of diversity have a positive effect on the development of the student’s personal identity. We underline the importance of the exploration of students’ personal life experiences and views in religious education in encounter, which contributes to students’ identity formation (Schreiner 2006a; Ghiloni 2011; Wardekker and Miedema 2001b). The encounters between students from different backgrounds are particularly enhanced when this exploration is encouraged (Miedema 2000; Wright 2004; Zondervan 2012): “Pedagogically, the more aware teachers are of beliefs and values embedded in the experience of students, the more they can take account of pupils’ concerns and can provide teaching and learning situations which are designed to foster communication between students from different backgrounds” (Jackson 2004, 108). Second, encountering differences in education and religious education in particular also stimulates students’ attitude of tolerance and openness (Elias 2010). Encounter promotes peaceful ways of living together and building bridges between people that have diverse religious perspectives (Miedema and Ter Avest 2011; Rautionmaa and Kallioniemi 2017; Gabriel 2017). The social dimension of educational practices is underlined by Wardekker and Miedema, who “formulate the aim of the school as enabling pupils to participate in socially and culturally structured practices that take place at a certain time and that are located within a particular societal setting” (2001b, 80). We recognize such practices in the rituals that we investigated: moments of contemplation and celebrations. We see them as rituals with a social dimension (Henry 1992) that enhance the expression of the school identity and the value of encounter. Encounter reflects a challenge in Western societies like the Netherlands: people with specific religious affiliations and values, and people with secular views on life and the world we live in, are called upon to build bridges and contribute to a society that is based on equality and mutual understanding. We interpret encounter as a condition of both the organization and the content of religious education that fosters the exploration of diverse views of students. Encounter is based on equality of these views and of a variety of sources aiming at the development of each student’s identity. Our focus on encounter opens the opportunity to ask questions about segregated classes in religious education and about the dominant role of one
GENERAL INTRODUCTION
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