Abstract
In this article, I comment on responses to my Presidential Address offered by HyeRan Kim-Cragg and Hosffman Ospino. While I take on board their call to diversify the references on defending pedagogies of difference and hope, I caution against judging arguments on the grounds of the origins of their authors. Neither Enlightenment nor Counter-Enlightenment thought can provide a defensible basis for this dialogical pedagogy, I argue. So, we need a new start grounded in authors who eschew comprehensive universal views that marginalize particular groups such as the historic otherization of Jew and Judaism.
Original language | English |
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Pages (from-to) | 221-225 |
Number of pages | 5 |
Journal | Religious Education |
Volume | 115 |
Issue number | 3 |
DOIs | |
State | Published - 26 May 2020 |
Bibliographical note
Publisher Copyright:© 2020, © 2020 The Religious Education Association.
Keywords
- Pedagogy
- difference
- diversity
- hope
ASJC Scopus subject areas
- Education
- Religious studies