Postkoloniale Theorien praktisch werden lassen: Potenziale und Grenzen einer ‚postkolonialen Brille‘ bei der Analyse und Gestaltung von Religionsunterricht

Potentials and limits of a ‘postcolonial lens’ for the analysis and the teaching of religious education

Abstract

This article presents the potentials and limitations of a ‘postcolonial lens’. On the one hand, three teaching potentials of postcolonial theories are shown: These theories contribute to a more adequate diagnosis of the socio-political conditions of religious education, to a didactic specification of learning contents and to an appropriate design of learning methods. On the other hand, two difficulties in reference to postcolonial theories are mentioned: the tendency to reify cultural categories in teaching and to strengthen processes of particularization. Finally, some perspectives for future research are given.