Worldview Literacy as Intercultural Citizenship Education: A framework for critical, reflexive engagement in plural democracy.

Journal article


Shaw, M. (2022). Worldview Literacy as Intercultural Citizenship Education: A framework for critical, reflexive engagement in plural democracy. Education, Citizenship and Social Justice. pp. 1-17. https://doi.org/10.1177/17461979211062125
AuthorsShaw, M.
Abstract

Within plural democracies, the concept of ‘religious literacy’ is commonly understood as denoting the knowledge, skills and understanding vis- à -vis religious diversity required of the citizen. In schools across Europe such learning is traditionally housed within Religious Education (RE), the aims of which are increasingly framed in terms of citizenship education, yet the two school subjects are often unhelpfully siloed, and both criticised for lack of criticality and an over-focus on knowledge acquisition. This article introduces the concept of ‘worldview literacy’ as a reworking of ‘religious literacy’ that addresses concerns around inclusivity and criticality. Rather than a product of good RE or citizenship education, worldview literacy is envisaged as a transformational process of educational praxis through encounter in plurality, that forges a pathway between the two school subjects and contributes to the broader educational endeavour of engagement in social life.

Keywordsworldview literacy, religious literacy, hermeneutics, active citizenship, praxis, plurality
Year2022
JournalEducation, Citizenship and Social Justice
Journal citationpp. 1-17
PublisherSage
ISSN1746-1987
Digital Object Identifier (DOI)https://doi.org/10.1177/17461979211062125
Web address (URL)https://journals.sagepub.com/home/esj
Publication dates
Online08 Feb 2022
Publication process dates
Accepted06 Nov 2021
Deposited12 Jan 2022
Publisher's version
License
File Access Level
Open
Accepted author manuscript
License
File Access Level
Controlled
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