The reality that is experienced in any situation is constructed because of the discourse that is taking place. The discourse locates the positions that can be taken. This constitutes the fourth stage in the description of Foucauldian discourse analysis (FDA) given by Willig (2010). She relies on the work of Davies and Harre (1999) for her description of this stage in FDA. They describe positioning as "the discursive process whereby selves are located in conversations as observably and subjectively coherent participants in jointly produced story lines."
"In Catholic schools, teaching of religion must help students to arrive at a personal position in religious matters that is consistent and respectful of the positions of others, so contributing to their growth and to a more complete understanding of reality. It is important that the whole educational community, especially in Catholic schools, recognizes the value and role of the teaching of religion and contributes to its enhancement by the students. By using words that are suited to mediating the religious message, the religion teacher is called to stimulate the pupils to study the great questions concerning the meaning of life, the significance of reality and a responsible commitment to transform it in the light of the evangelical values and modern culture."
Religious Education in a Catholic school context is often considered to be constructed on a transmission model of education. When teachers teach from out of this model, their focus is on the presentation of Church teaching.
Such a view is understandable. The Church understands its role as being one of "handing on" the teaching of Jesus. The handing on of the teaching of the Church