Recognizing and acknowledging worldview diversity in the inclusive classroom

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dc.contributor.authorBartz, Janieta
dc.contributor.authorBartz, Thomas
dc.date.accessioned2019-11-25T14:28:42Z
dc.date.available2019-11-25T14:28:42Z
dc.date.issued2018-11-07
dc.description.abstractIn 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.en
dc.identifier.urihttp://hdl.handle.net/2003/38395
dc.identifier.urihttp://dx.doi.org/10.17877/DE290R-20327
dc.language.isoende
dc.relation.ispartofseriesEducation Sciences;Jg.: 8, Heft: 4 | S. 196-1-196-13
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectInclusionen
dc.subjectWorldview educationen
dc.subjectUniversal design for learningen
dc.subjectLearning in the presence of the otheren
dc.subjectReflexive inclusionen
dc.subject.ddc360
dc.subject.ddc370
dc.subject.rswkInklusive Schule |de
dc.subject.rswkLernen |de
dc.subject.rswkWeltbild |de
dc.titleRecognizing and acknowledging worldview diversity in the inclusive classroomen
dc.typeTextde
dc.type.publicationtypearticlede
dcterms.accessRightsopen access
eldorado.secondarypublicationtruede
eldorado.secondarypublication.primarycitationEducation Sciences : Jg.: 8. 2018, Heft: 4 | S. 196-1-196-13en
eldorado.secondarypublication.primaryidentifierhttps://doi.org/10.3390/educsci8040196de

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Soziale und Emotionale Entwicklung in Rehabilitation und Pädagogik