Page 96 - TWO OF A KIND • Erik Renkema

CHAPTER 4
one: when children prefer not to take active part, for example, “they do technical things” (respondent, school 4): e.g. preparing objects.
School 2 has a Christian focus and does not express religious diversity. Although the celebration is open for all students, it is mainly attended by students of the Christian segregated religious classes and the content is based upon the Christian tradition. The respondents indicate that the celebration is organized from “a Christian perspective” (respondent, school 2). The celebration is called a “service” (respondent, school 2).
Our last finding relates to our theoretical concept of the equality of sources. Our analysis shows that all schools organize a Christmas celebration. School 3 organizes a second Christmas celebration for and by students of Christian religious education; students of public religious education are welcome but do not participate. This celebration resembles the one organized by school 2. An Easter celebration is also organized in school 1 and 3. Biblical stories are the core content in all these celebrations, especially in the contributions by students of Christian segregated education. Respondents from school 1, 2 and 4 mention that the attention for these biblical stories is important for all students because of the cultural relevance of the Bible. The analysis that school celebrations follow Christian tradition underlines our finding concerning the questionnaire and is illustrated by this interview quote: “I think that in a Christmas celebration the emphasis is a little more on the Christian side, because it is a Christian feast” (respondent, school 4). A respondent from school 4 indicates that the attention for the biblical story results in marginal attention for students’ life experiences, if any.
6. Conclusions
We answer the main question about the ways teachers of cooperation schools express school values and their views on encounter and dialogue in segregated moments of contemplation and in the organization and performance of a collective celebration by drawing six conclusions, following our three theoretical concepts: classroom encounter, equality of sources in RE and students’ life experiences. First, we formulate three conclusions concerning the concept of encounter.
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