The Socio-Pedagogical Dynamics of Religious Knowledge in Religious Education: A Participatory Action-Research in Greek Secondary Schools on Understanding Diversity

The study examines which type of religious knowledge acquired in Religious Education Greek Secondary schools can initiate both personal and collective change understanding appreciation different cultures. It is blended research using participatory action-research with ethnographic elements methodology. gathered qualitative quantitative data through questionnaires, focus groups, journals, the technique “Most Significant Change” from four resources/target groups (students, teachers, parents, researcher). took place during 2017–2018 school year a High an Upper Schools researcher participated communities as teacher. Statistical analysis (SPSS), content thematic show that knowledge, developed aim literacy, defined context Greek/European context, operate on level, cultivation respect underacting cultural diversity. This achieved when understood experience meaningful applied to concepts understanding, reflection action. overall finding transformative dynamics facilitate minor major changes mindset young people. Concluding, without sacrificing subject, high degree recognition acceptance diversity be achieved, certain extent enable attitude towards immigrants refugees, other words ‘other’ well communication acquaintance between team members, greater otherness, development relationships were non-existent before.