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Understanding ‘Religion and Violence’ in Multiple Contexts of Learning

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  • 1 Utrecht University, Utrecht, The Netherlands

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Abstract

This article raises the question about how definitions of religion and violence can be understood as links to the context in which they are formulated. The focus is on the context of academic learning. Understanding a definition as a micro-narrative that reflects the cultural ‘archive’, the author uses two academic contexts (i.e. Utrecht, The Netherlands and Jakarta, Indonesia) to show how religion and violence are differently understood. These differences are taken as significant information for understanding how the topic of ‘religion and violence’ is related to cultural understandings of the place of religion in society. The question is raised how ‘narrative learning’ can help as a strategy to raise awareness about the preconditioning of (academic) definitions of ‘religion and violence’.

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  • 16

    Carolyn Clark, ‘Narrative Learning, Its Contours and Its Possibilities’, New Directions for Adult and Continuing Education 126 (2010), 5.

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  • 19

    Nouri Gana and Heike Härting, ‘Introduction: Narrative Violence: Africa and the Middle East’, Comparative Studies of South Asia, Africa and the Middle East 28/1 (2008), 1.

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  • 22

    Vered Venitzki-Seroussi, ‘Commemorating Narratives of Violence, The Yitzhak Rabin Memorial Day in Israeli Schools’, Qualitative Sociology 24/2 (2001), 245-268.

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