“I Shall Not Want” (Psalm 23)?: Reflecting on Classism in Inclusion-Oriented Educational Research

Abstract

This article examines classism reflexivity in religious education using practice-theoretical teaching research. Two perspectives are adopted: top-down, based on guidelines for inclusive religious education, and bottom-up focusing on classroom practices. Based on a unit on Saint Martin and Psalm 23, the article discusses scope, limitations and possible extensions of reflection on poverty, help and need. It is possible to reconstruct an understanding of help that does not adress one’s own need for assistance, in contrast to a school culture shaped by practices of (peer) helping. In addition, a performance orientation becomes visible that partly ignores and partly addresses one's own needs. The question of what children experience as unfair is not raised in class. Equality and justice as exciting promises are discussed as potentials for inclusive religious didactic classism reflexivity.