Abstract
Does religious education contribute to injustice? At the least, religious education operates in a socio-political context shaped by inequality. Educational inequity is a phenomenon that affects society and schools. It is thus a matter for religious pedagogy, which is concerned with the equal dignity of all in their freedom, in the light of the theology of the image of God. Religious education has to take place normatively in the light of freedom towards freedom. This paper aims to show that in religious education, demands for educational equity have dramatically increased in the face of growing heterogeneity. The struggle for identity and justice in the intersectionality of various aspects points to the complexity of the challenges. However, it is evident that religious education cannot override social conditions. Moreover, from a praxeological perspective, religious education contributes to educational inequity and hegemonic orders of difference through mechanisms such as essentialization and othering, and thus runs the risk of becoming aporetic. The concept of Enlightened Heterogeneity developed here counteracts this, correlating identity and justice intersectionally while self-reflexively reflecting on one’s own practices.
Highlights
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Following the normative premise that it is concerned with the education and autonomy of students in religious education, religious pedagogy has to stand up to these challenges and open up corresponding horizons
In view of the foregoing, it is all the more to be welcomed that in recent times there has been a growing sensitivity in religious education to the intricate and highly complex connections that exist with the interdependence of inequality and educational inequity in schools and religious education
Summary
In the face of the glaring contradiction between the normative self-conception of the education system, which strives for equality of opportunity and participation for all, and the school realities, the high degree of academic examination of this phenomenon is a welcome consequence. Poverty research and inequality research ask about the connections between socialization and inequality in and through education (Butterwegge [2009] 2016; Bauer 2012). The sociology of education sheds light on the questions of equal opportunities and education and the interactions between education and social living situations, social origin, migration and gender (Becker [2009] 2017; Brake and Büchner 2012). In terms of social philosophy and political science, the topics of gender, inclusion and migration are debated in particular (Meyer and Vorholt 2011). In religious pedagogy and catechetics, there are initial research efforts After the first preliminary steps, fundamental drafts have appeared that deal with it at conceptual, empirical and operational levels (Grümme 2014; Unser 2014)
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