Name

Kim König

University

University of Oldenburg

Institute, Working Group

Institute for Protestant Theology and Religious Education, Working Group for Religious Education

Supervisor

Prof. Dr Dr Joachim Willems
PD Dr Tilman Hannemann

Room

A06 1-112

Telephone

-

Email address

Academic CV

Since 01/2022: Research assistant at the Institute for Protestant Theology and Religious Education

• Teaching in the field of religious education and religious studies from the winter semester 2022/23

Since 07/2018: Project coordination in the education and anti-discrimination project SCHLAU Oldenburg

10/2019-17/2021: Master's programme at the C.v.O. University of Oldenburg - Protestant Theology and Religious Education (M.Ed., Gym), German (M.Ed., Gym), German Studies (M.A.)

• Thesis: "'Toxic' men and emancipated women? - An intersectional view on investigation teams and main topics of the crime series 'Tatort'"

10/2016-01/2020: Bachelor's degree in two subjects at the C.v.O. University of Oldenburg: Protestant theology and religious education, German studies

• Thesis: "Interference of perpetrator and victimhood in Bernhard Schlink's 'The Lecturer'"

Working title of the doctoral project

Abstract

As a subsystem of society, schools represent a part of the reality of society as a whole, which is illustrated, for example, by the heterogeneous constellation of pupils in a learning group. The thematisation of diversity therefore plays a central role in school lessons.

Religious education has a special role to play here because, in addition to the obvious handling of religious and/or ideological diversity, this very dimension is intertwined with other characteristics such as gender, ethnic origin and social status, meaning that intersectionality-sensitive education is required. Addressing religion in complete isolation from other social categories does not do justice to its complexity.

This qualitative research focuses on the intersection of religious diversity, gender dimensions and race (as an ethnically based category of difference) . Religion is often described as a cis-male-dominated and heteronormative phenomenon. Even though male dominance has declined in several primarily Protestant churches, for example through the introduction of women's ordination, the field of religion continues to harbour clear challenges for non-male realities of life. "Diversity-conscious education"[1] is a cross-cutting topic in schools and religious education therefore also has a responsibility to deal with current realities of life, including the consideration of different gender dimensions. In concrete terms, this can be seen in the (in)visibility of non-binary perspectives, the possible attribution of supposedly gender-specific characteristics or the (de)stigmatisation of certain groups, e.g. Muslims wearing headscarves.

Prospective religious education teachers are interviewed on this very topic at the beginning of their studies. The interviews are intended to identify existing concepts, expectations and needs that arise from dealing with the interweaving of religious diversity and gender dimensions in the classroom, which can be used to derive didactic reconstructions for the university teaching of prospective (religious) teachers.