Abstract
Dutch cooperation schools are populated by students from nonaffiliated backgrounds and from Christian backgrounds. Previous research detected a discrepancy between the school value of encounter and the limited practice of dialog in religious education. In a participatory action research context, teachers designed a new kind of celebration to enhance the practice of encounter. The result of this study was that teachers recognized core values of their school identity in this activity. An outsider’s perspective based on theory on dialog leads to the conclusion that not all possibilities to improve congruency between school values and lived educational practice are utilized.
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