Please use this identifier to cite or link to this item:
Full metadata record
DC FieldValueLanguage
dc.contributor.authorI'Anson, John-
dc.description.abstractWithin the UK and in many parts of the world, official accounts of what it is to make sense of religion are framed within a rhetorics of neutrality in which such study is premised upon the possibility of dispassionate engagement and analysis. This paper, which is largely theoretical in scope, explores both the affordances and the costs of such an approach which has become ‘black boxed’ on account of the work that it achieves. A series of new orientations within the academy that are broadly associated with post-structuralist philosophies, feminist and post-colonial studies, together with insights from Science and Technology Studies, question the plausibility of these claims for neutrality whilst in turn raising a series of new questions and priorities. It therefore becomes necessary to re-think and re-frame what it is to make sense of religious and cultural difference after neutrality. The gathering and co-ordination of new planes of sense-making that are responsive to an emergent series of epistemological, ontological, and ethical orientations are considered. Some of the distinctive pedagogical implications of such an approach that engages material practice, difference and uncertainty are then entertained.en_UK
dc.publisherTaylor & Francis (Routledge)-
dc.relationI'Anson J (2010) RE: pedagogy – after neutrality, British Journal of Religious Education, 32 (2), pp. 105-118.-
dc.rightsPublished in the British Journal of Religious Education by Taylor & Francis (Routledge).; This is an electronic version of an article published in the British Journal of Religious Education, Volume 32, Issue 2, March 2010, pp. 105 - 118. The British Journal of Religious Education is available online at:
dc.subjectontological politicsen_UK
dc.subjectpedagogy of differenceen_UK
dc.subject.lcshEducation, Secondary Scotland-
dc.subject.lcshCommunity psychology-
dc.subject.lcshEducational equalization-
dc.titleRE: pedagogy – after neutralityen_UK
dc.typeJournal Articleen_UK
dc.rights.embargoreasonPublisher conditions require an 18 month embargo.-
dc.citation.jtitleBritish Journal of Religious Education-
dc.type.statusPost-print (author final draft post-refereeing)-
dc.contributor.affiliationInitial Teacher Education-
Appears in Collections:Faculty of Social Sciences Journal Articles

Files in This Item:
File Description SizeFormat 
IAnson BJRE paper revised-1 (2).pdf482.71 kBAdobe PDFView/Open

This item is protected by original copyright

Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.

If you believe that any material held in STORRE infringes copyright, please contact providing details and we will remove the Work from public display in STORRE and investigate your claim.