Recognizing and Acknowledging Worldview Diversity in the Inclusive Classroom
In the context of the increasing migration into Germany that has taken place in recent years and German efforts to establish an inclusive school system, which enables learners from different religious, ethnic, language and social backgrounds with and without disabilities to participate, religious ed...
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| Format: | Article |
| Language: | English |
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MDPI AG
2018-11-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/8/4/196 |
| _version_ | 1828281815739138048 |
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| author | Janieta Bartz Thomas Bartz |
| author_facet | Janieta Bartz Thomas Bartz |
| author_sort | Janieta Bartz |
| collection | DOAJ |
| description | In the context of the increasing migration into Germany that has taken place in recent years and German efforts to establish an inclusive school system, which enables learners from different religious, ethnic, language and social backgrounds with and without disabilities to participate, religious education has become a key topic for interdisciplinary discourse between theology, philosophy, and pedagogy in German schools. The following questions are of special interest: How can we manage diversity in inclusive classroom settings in general, and specifically: how can we do so with regard to worldview diversity? Does worldview diversity in schools exist, and if so, how can we recognize it in its plurality and complexity? How can we acknowledge different worldviews in the context of a changing inclusive school system? In this article, we would like to present the theoretical foundation, the research setting and the first findings of our ongoing pilot studies of worldview education at an inclusive German school. The experiments are part of a larger project context that is also described. The case study presented in this article, in which innovative language and machine learning technology was used for data analysis, illustrates the potential of inclusive methods and didactic concepts such as Universal Design for Learning, Learning in the Presence of the Other, and Reflexive Inclusion for inclusive worldview education in the context of a religiously pluralized and secularized society. |
| first_indexed | 2024-04-13T08:21:21Z |
| format | Article |
| id | doaj.art-8b9687a0cd824e4998476885e4afe6f3 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-04-13T08:21:21Z |
| publishDate | 2018-11-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-8b9687a0cd824e4998476885e4afe6f32022-12-22T02:54:39ZengMDPI AGEducation Sciences2227-71022018-11-018419610.3390/educsci8040196educsci8040196Recognizing and Acknowledging Worldview Diversity in the Inclusive ClassroomJanieta Bartz0Thomas Bartz1Department of Social and Emotional Development in Rehabilitation and Education, TU Dortmund University, 44221 Dortmund, GermanyDepartment of German Language and Literature, TU Dortmund University, 44221 Dortmund, GermanyIn the context of the increasing migration into Germany that has taken place in recent years and German efforts to establish an inclusive school system, which enables learners from different religious, ethnic, language and social backgrounds with and without disabilities to participate, religious education has become a key topic for interdisciplinary discourse between theology, philosophy, and pedagogy in German schools. The following questions are of special interest: How can we manage diversity in inclusive classroom settings in general, and specifically: how can we do so with regard to worldview diversity? Does worldview diversity in schools exist, and if so, how can we recognize it in its plurality and complexity? How can we acknowledge different worldviews in the context of a changing inclusive school system? In this article, we would like to present the theoretical foundation, the research setting and the first findings of our ongoing pilot studies of worldview education at an inclusive German school. The experiments are part of a larger project context that is also described. The case study presented in this article, in which innovative language and machine learning technology was used for data analysis, illustrates the potential of inclusive methods and didactic concepts such as Universal Design for Learning, Learning in the Presence of the Other, and Reflexive Inclusion for inclusive worldview education in the context of a religiously pluralized and secularized society.https://www.mdpi.com/2227-7102/8/4/196inclusionworldview educationuniversal design for learninglearning in the presence of the otherreflexive inclusion |
| spellingShingle | Janieta Bartz Thomas Bartz Recognizing and Acknowledging Worldview Diversity in the Inclusive Classroom Education Sciences inclusion worldview education universal design for learning learning in the presence of the other reflexive inclusion |
| title | Recognizing and Acknowledging Worldview Diversity in the Inclusive Classroom |
| title_full | Recognizing and Acknowledging Worldview Diversity in the Inclusive Classroom |
| title_fullStr | Recognizing and Acknowledging Worldview Diversity in the Inclusive Classroom |
| title_full_unstemmed | Recognizing and Acknowledging Worldview Diversity in the Inclusive Classroom |
| title_short | Recognizing and Acknowledging Worldview Diversity in the Inclusive Classroom |
| title_sort | recognizing and acknowledging worldview diversity in the inclusive classroom |
| topic | inclusion worldview education universal design for learning learning in the presence of the other reflexive inclusion |
| url | https://www.mdpi.com/2227-7102/8/4/196 |
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