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Worldview Literacy as Transformative Knowledge

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Powerful Knowledge in Religious Education

Abstract

In 2018 the Commission on Religious Education for England and Wales published its report and proposed National Entitlement (CoRE, 2018). The proposals have been heralded as a ‘paradigm shift’ towards a ‘worldviews approach’ (Cooling et al., 2020). Worldviews is a contested term (Benoit et al., 2020) and what a worldviews approach means is by no means settled. What is clear though is that it represents a shift away from the ‘world religions’ approach that has dominated RE in England since the 1970s and, as such, offers the possibility of a shift in thinking about the nature and role of knowledge in RE.

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Notes

  1. 1.

    The General Certificate of Secondary Education—a qualification taken at age 16 in academic subjects in England, Wales, and Northern Ireland.

  2. 2.

    See https://www.gold.ac.uk/faithsunit/current-projects/reforreal/case-studies/.

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Authors and Affiliations

  1. London South Bank University, London, UK

    Martha Shaw

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  1. Martha Shaw
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Correspondence to Martha Shaw .

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  1. Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Gothenburg, Sweden

    Olof Franck

  2. University of Gävle, Gävle, Sweden

    Peder Thalén

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Shaw, M. (2023). Worldview Literacy as Transformative Knowledge. In: Franck, O., Thalén, P. (eds) Powerful Knowledge in Religious Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-23186-5_10

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  • DOI: https://doi.org/10.1007/978-3-031-23186-5_10

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