Unterwerfung, Komplizenschaft und Habitus der Überlebenskunst: Zur Dekolonisierung von Kindheitskonzeptionen in religiösen Bildungsprozessen

On the decolonisation of childhood in religious education

Abstract

In religious education, the significance of the category childhood in relation to social orders has not yet been fully established. The question arises to what extent agency and vulnerability of children are negotiated in Western societies in view of power asymmetries established through generational orders. In reference to postcolonial theory, conceptions and social systems that establish a fundamental differentiation between children and adults can be revealed and made utilisable for religious education.