ABSTRACT
On the basis of the critique performed in Part One and the encounter with different traditions of theorising in Part Two, the authors argue that the present indifference that characterises default approaches in RE, is the outcome of a failure to institutionalise on-going dialogue between the different educational spaces of schools, colleges and universities. This chapter offers a new heuristic for re-connecting the different stakeholders through articulating responses that are simultaneously experimental, critical and ethical. Specific theoretical resources are drawn upon that offer suggestions as to how these elements might be developed in specific directions.
