An exploration of primary teachers’ experiences and perspectives regarding the promotion of religious tolerance in Catholic schools in Ireland and South Korea

This research explores and compares the experiences and perspectives of primary teachers regarding the teaching of religion in Catholic schools in Ireland and South Korea. Semi-structured interviews were conducted with ten teachers from each country. The findings highlight the contrasting perspectives of teachers from the two countries regarding the importance of and approach to religious education (RE) as a response to the challenges posed by pluralism. Teachers from Ireland predominantly exhibit a proactive approach, valuing diverse viewpoints and making efforts to engage in interreligious dialogue. Conversely, many teachers from South Korea demonstrate a deep appreciation for their own belief in God and prioritise the faith development of children. The comparative study highlights the importance of understanding teachers’ experiences and the ways in which they navigate the intersection of religious diversity, national policies, Catholic ethos, and their own personal faith perspectives. This qualitative study used Bråten’s model for comparative studies in RE (Bråten 2015) as a framework for design and data analysis. This model allowed for a structured comparison, ensuring that the nuances and specificities of each educational context were examined thoroughly. An interpretive paradigm is used, which focuses on understanding the world from the subjective reality of the individual. The study is therefore grounded in the teachers' own experiences and perceptions within the qualitative field of study. Given the distinct religious and educational landscapes of Ireland and Korea, the study aims to uncover both shared insights and unique differences in the teachers' experiences and approaches. This research offers insights into their experiences, understanding and perspectives on religion, spirituality, faith, and diversity, specifically in response to cultural and religious differences among students. It aims to inform and support the development of inclusive teaching practices that enhance interreligious engagement, pedagogical approaches to diversity, and a commitment to fostering openness in Irish and Korean Catholic primary schools. The study found that Irish teachers exhibit a strong desire and deep awareness of the importance of better understanding children’s diverse religious backgrounds, while Korean teachers prioritize faith development and the teaching of Catholic traditions. Both Irish and Korean teachers integrate interreligious education into their instructional practices, each shaped by their distinct faith and spiritual perspectives. Irish teachers adopt a secular approach to interreligious education, viewing spirituality as a universal aspect of human experience that transcends specific religious boundaries. In contrast, Korean teachers embed interreligious education within a Christian framework, emphasizing the teachings of Jesus, principles of ecumenism, and moral values rooted in Catholic tradition. The study is significant as it is the first in-depth comparative analysis of how the faith of Korean and Irish teachers influences their approach to teaching RE and addressing interreligious matters, an area that has not been previously explored in a comparative context. It explores fundamental principles that prompt and shape interreligious engagement, offering insights into the development of inclusive RE practices that advocate acceptance of individuals with diverse faiths and beliefs.

Publisher

University of Galway

Rights

Attribution-NonCommercial-NoDerivatives 4.0 International

cbn

Collections

University of Galway Theses (PhD Theses)