Empowerment as Critical Religious Pedagogy

Abstract

The article makes a proposal for the reorientation of religious education in an empowerment perspective. The discourses in which important perspectives are opened under this term can be found in community psychology, social work theory, disability education, and critical pedagogy. The author briefly introduces them and then asks what potential they hold for the theory and practice of religious education. In this way, a stimulating space of discourse opens up to rewrite religious education in the horizon of empowerment.