Skip to content Skip to navigation
University of Warwick
  • Study
  • |
  • Research
  • |
  • Business
  • |
  • Alumni
  • |
  • News
  • |
  • About

University of Warwick
Publications service & WRAP

Highlight your research

  • WRAP
    • Home
    • Search WRAP
    • Browse by Warwick Author
    • Browse WRAP by Year
    • Browse WRAP by Subject
    • Browse WRAP by Department
    • Browse WRAP by Funder
    • Browse Theses by Department
  • Publications Service
    • Home
    • Search Publications Service
    • Browse by Warwick Author
    • Browse Publications service by Year
    • Browse Publications service by Subject
    • Browse Publications service by Department
    • Browse Publications service by Funder
  • Help & Advice
University of Warwick

The Library

  • Login
  • Admin

A preliminary assessment of Buddhism’s contextualization to the English RE classroom

Tools
- Tools
+ Tools

Thanissaro, Phra Nicholas (2010) A preliminary assessment of Buddhism’s contextualization to the English RE classroom. British Journal of Religious Education, Vol. 33 (No. 1). pp. 61-74. doi:10.1080/01416200.2011.52325

[img] Text
WRAP_Thanissao_240810-thanissaro_2011.pdf

Download (129Kb)
Official URL: http://dx.doi.org/10.1080/01416200.2011.52325

Request Changes to record.

Abstract

In a preliminary study, twenty ‘migrant’ Buddhist parents and children from England
participated in semi-structured interviews to compare their home nurture with classroom
presentation of Buddhism. In the home Buddhism received more time allocation and was
presented mainly by the mother and monks – the content being that of ‘perpetuating
structures’, often in an ethnic mother tongue and with ethos permeating all aspects of life.
In school, by contrast, Buddhism was allocated little or no time, was presented mostly by
the teacher – the content being meditation, Precepts and the more material aspects of the
tradition – in English and with little in terms of amenable ethos. Dissonance apparent
between home and school presentation of Buddhism is compared to similar findings for the
Hindu and Sikh communities in Britain and the need is highlighted for more attention to
avoidance of assumptions in content, better use of allocated time and increased
involvement of the ‘migrant’ Buddhist faith community. To this end recommendations are
made for further research.

Item Type: Submitted Journal Article
Subjects: B Philosophy. Psychology. Religion > BQ Buddhism
L Education > LC Special aspects of education
Divisions: Faculty of Social Sciences > Institute of Education ( -2013)
Library of Congress Subject Headings (LCSH): Buddhism -- Study and teaching, Buddhist education, Buddhists -- Great Britain
Journal or Publication Title: British Journal of Religious Education
Publisher: Routledge
ISSN: 0141-6200
Official Date: August 2010
Dates:
DateEvent
August 2010Submitted
Volume: Vol. 33
Number: No. 1
Page Range: pp. 61-74
DOI: 10.1080/01416200.2011.52325
Status: Peer Reviewed
Access rights to Published version: Restricted or Subscription Access
Funder: Dhammakāya International Society of the United Kingdom (DISUK), Wanjai Poonum of Rumwong Thai Restaurant (England : Guildford)

Data sourced from Thomson Reuters' Web of Knowledge

Request changes or add full text files to a record

Repository staff actions (login required)

View Item View Item

Downloads

Downloads per month over past year

View more statistics

twitter

Email us: wrap@warwick.ac.uk
Contact Details
About Us