312 Chapter 10 10.4 DISCUSSION OF FUTURE RESEARCH As this research has indicated a general direction for faith-based teacher training in a modern, fragmented society, several aspects require further investigation. Two of these aspects pertain to the above-mentioned core components for Biblically holistic citizenship formation. One such core component was epistemological formation, which aims at enabling students to communicate openly and faithfully with people who perceive life and the world via a very different framework than their own. This element surfaced in the conversational community, where a connection was made with the relational epistemology proposed by Geoff Beech (2021). The conversational community dedicated several meetings to this specific topic, which proved effective for the scope of this study but also revealed that the topic itself requires much more attention from the perspective of faith-based teacher training in modern society and, in a broader sense, from Reformed Christian theology that—as this study indicates—is both historically and substantively blended with the epistemology of modernity. The second aspect that requires more investigation pertains to the core component of subjectifying education. In the theoretical part of this study, subjectification was found to be a necessary counterweight for the layered challenge of fragmentation. Within the scope of this study, it was applied to citizenship formation within Christian teacher training. The way in which this study elaborated subjectifying education in that context leads to the intentional movement of students outside of their social comfort zones in order to learn to respond freely and with responsibility to issues of social justice and to take that kind of experience to also practice social justice within those comfort zones. Other instruments for subjectifying education in teacher training could be investigated. Also unanswered is the question of what subjectifying education means in the context of primary education. What instruments could teachers employ to educate children in a way that is truly subjectifying? What pedagogical practices do they require to ensure that their own education will be subjectifying, taking into account that subjectivation highly depends on one’s age and maturity? To better relate subjectifying education to specific cultural and religious perspectives, further investigation of the topic could possibly relate it to Alhanachi’s (2023) recent proposal for culturally responsive teaching. Among the related topics that need more investigation are how subjectifying education helps to overcome adversity and what kind of assessment accords with it. The first topic has already inspired the starting publication that I co-authored (de Voogd et al., 2024), although it requires a follow-up study.
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