Von der Irritation zur Transformation

This paper examines the role of irritations as catalysts for learning and educational processes in anti-racist religious pedagogy. Through an analysis of a student’s learning reflection, the study explores how irritations trigger processes of thinking and reflection and the challenges they pose. The focus lies on the tensions between critique, reflexivity, and subjectivity. The paper discusses didactic implications and outlines approaches to designing anti-racist learning processes in teacher education and religious education without prematurely closing them through dichotomous thinking.