Stereotypes and prejudices in the context of religious education. Observations on religious co-operative teaching

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Abstract

What are stereotypes and prejudices in the context of religious education? Whether and, if so, how do stereotypes and prejudices manifest themselves in the context of co-operative religious education? Does recourse to experiences of foreignness (Freuding) help to describe the phenomena? What are stereotypes and prejudices in the context of religious education? Whether and, if so, how do stereotypes and prejudices manifest themselves in the context of co-operative religious education? Does recourse to experiences of foreignness (Freuding) help to describe the phenomena? What are stereotypes and prejudices in the context of religious education? Whether and, if so, how do stereotypes and prejudices manifest themselves in the context of co-operative religious education? Does recourse to experiences of foreignness (Freuding) help to describe the phenomena? What are stereotypes and prejudices in the context of religious education? Whether and, if so, how do stereotypes and prejudices manifest themselves in the context of co-operative religious education? Does recourse to experiences of foreignness (Freuding) help to describe the phenomena? What are stereotypes and prejudices in the context of religious education? Whether and, if so, how do stereotypes and prejudices manifest themselves in the context of co-operative religious education? Does recourse to experiences of foreignness (Freuding) help to describe the phenomena? What are stereotypes and prejudices in the context of religious education? Whether and, if so, how do stereotypes and prejudices manifest themselves in the context of co-operative religious education? Does recourse to experiences of foreignness (Freuding) help to describe the phenomena? What are stereotypes and prejudices in the context of religious education? Whether and, if so, how do stereotypes and prejudices manifest themselves in the context of co-operative religious education? Does recourse to experiences of foreignness (Freuding) help to describe the phenomena? What are stereotypes and prejudices in the context of religious education? Whether and, if so, how do stereotypes and prejudices manifest themselves in the context of co-operative religious education? Does recourse to experiences of foreignness (Freuding) help to describe the phenomena? What are stereotypes and prejudices in the context of religious education? Whether and, if so, how do stereotypes and prejudices manifest themselves in the context of co-operative religious education? Does recourse to experiences of foreignness (Freuding) help to describe the phenomena? What are stereotypes and prejudices in the context of religious education? Whether and, if so, how do stereotypes and prejudices manifest themselves in the context of co-operative religious education? Does recourse to experiences of foreignness (Freuding) help to describe the phenomena? What are stereotypes and prejudices in the context of religious education? Whether and, if so, how do stereotypes and prejudices manifest themselves in the context of co-operative religious education? Does recourse to experiences of foreignness (Freuding) help to describe the phenomena? What are stereotypes and prejudices in the context of religious education? Whether and, if so, how do stereotypes and prejudices manifest themselves in the context of co-operative religious education? Does recourse to experiences of foreignness (Freuding) help to describe the phenomena?

Speakers from the University of Münster

Roggenkamp, Antje

Professorship of Practical Theology and Religious Education (Prof. Roggenkamp-Kaufmann)