From the Vatican to the classroom part 2: Examining intertextuality and alignment among church, local diocesan and school religious education documents
Grajczonek, Jan. (2008). From the Vatican to the classroom part 2: Examining intertextuality and alignment among church, local diocesan and school religious education documents. Journal of Religious Education. 56(4), pp. 2 - 9.
“Contemporary educational practice is saturated with texts… ”(Freebody, 2003, p. 204) They inform, guide and shape policy, procedures and practices within schools both systemically and locally. Religious education is filled with such texts: Church and diocesan policy documents, curriculum documents and classroom religion programs. But to what extent are these documents aligned with each other? Does the classroom religion program reflect diocesan curriculum documents and policy and in turn, do diocesan policies and curriculum documents authentically translate official Church policy? This presentation demonstrates how an analysis of the crafted language in educational texts can reveal how that text both reflects and constructs a particular reality. What messages are conveyed? Do the documents in fact say what the authors intend? Do they relate to, and support, other relevant documents? Systemic Functional Linguistics is a rigorous analytic tool that affords clear insights into the crafted language of educational texts. As one way of portraying the usefulness of such a tool in gaining insights into how language constructs particular messages, this presentation will exemplify what it reveals about the conveyed experiences and realities among Church, diocesan and school religious education documents.
|Journal||Journal of Religious Education|
|Journal citation||56 (4), pp. 2 - 9|
|Publisher||Australian Catholic University|
|Open access||Open access|
|Page range||2 - 9|
|Research Group||School of Education|
|Place of publication||Australia|
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