Perceiving and reflecting on interferences. A neglected task of professionalization in interreligious university teaching

Abstract

This article adopts a practice‑theoretical perspective to examine the “interferences” that shape the implementation of planned didactic interaction structures in university teaching on other religions in religious education teacher training through entities such as space, human and non-human actors with their mindsets and action programs, or the basic institutional order. In this network, the actors develop new practices that homogenize the affordances of the entities as much as possible. On the one hand, the article presents a general analytical framework; on the other hand, the framework is applied to a single seminar session to reconstruct both the interferences that constitute the situation and the practice that that enables teachers and students to navigate the session confidently.