Worldview literacy as intercultural citizenship education: A framework for critical, reflexive engagement in plural democracy

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...

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Bibliographic Details
Published inEducation, citizenship and social justice Vol. 18; no. 2; pp. 197 - 213
Main Author Shaw, Martha
Format Journal Article
LanguageEnglish
Published London, England SAGE Publications 01.07.2023
Subjects
Citizenship Education
Cultural Pluralism
Democracy
Epistemology
Hermeneutics
Inclusion
Literacy
Praxis
Religious Education
Transformative Learning
World Views
plurality
praxis
religious literacy
active citizenship
hermeneutics
worldview literacy
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Summary: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.
ISSN:1746-1979
1746-1987
DOI:10.1177/17461979211062125