Journal

Journal of Research in Childhood Education: Educators Co-Constructing religiously Responsive Pedagogies With Muslim Children and Families

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Religion is central to many children's lives. Yet, religion is commonly considered to be outside the scope of public education. This article addresses the urgent need, in increasingly super-diverse school contexts, for knowledge on how early years educational settings can be responsive to learners and their families who identify with a religion. Drawing on Cultural Models Theory, this case study, employing interpretivist narrative inquiry, explored the experiences of educators in one public preschool site as they overcame barriers and prioritized their relationships with parents to create a religiously responsive learning environment. Data were collected through semi- structured interviews with educators and analysis of relevant policy documents. Cross-participant analysis was conducted to identify how artifacts influenced educators' pedagogies and practices. The study found that certain artifacts, including policy documents, played a significant role in constraining or enabling the consideration of religious identities in educators' pedagogies and practices and highlighted the strategies educators used to create opportunities for dialogue to co-construct religiously responsive pedagogies.

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Detail Information

Series Title

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Call Number

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Publisher

: ., c2025

Collation

Vool.39, No.2, p.384-397

Language

English

ISBN/ISSN

0256-8543

Classification

NONE

Content Type

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Media Type

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Carrier Type

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Edition

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Subject(s)

Inclusion
Co-construction
Culturally and religiously responsive pedagogies
Family partnership
Religious identities

Specific Detail Info

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Statement of Responsibility

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