Page 26 - TWO OF A KIND • Erik Renkema

CHAPTER 1
In phase 4 (Chapter 5, see also: 5.2.4), we designed a participatory action research study in order to detect what motivations and challenges the teachers face when they are asked to create such an experimental celebration. In phase 5 (Chapter 6, see also: 4.3 and 5.2.5), we incorporated Dewey’s perspective on democratic education in order to describe possibilities for teachers at cooperation schools to align their religious education to their values.
The aforementioned phases cover the next five sub-questions:
a) How do cooperation schools construct their identity and what are the
implications of this identity for the organization of religious education?
b) How are the key values of a cooperation school and of its teachers exerted in
the practice of religious education?
c) How do teachers of cooperation schools express school values and their
vision on encounter and dialogue in segregated moments of contemplation
and in the organization and performance of a collective celebration?
d) What are the teachers’ motives for pursuing an experimental celebration at a cooperation school, what concepts and design requirements are involved, and how can this celebration be evaluated from a theory of dialogue and from the
teachers’ perspective?
e) What is the contribution of Dewey’s concept of democracy to the reflection
on values and religious education at cooperation schools?
We describe the phases and the corresponding sub-questions after this overview:
Chapter
Period Article
Research question
Research group Strategies of enquiry
2
2013
Renkema, E., A. Mulder, and M. Barnard. 2016. Merging Identities: Experiments in Dutch Primary Education. Religious Education: The official journal of the Religious Education Association 111 (1): 75-94.
How do cooperation schools construct their identity and what are the implications of this identity for the organization of religious education?
Principals of 17 cooperation schools
Quantitative survey
Table continues
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