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Conservative Religion and Mainstream Culture
This book highlights tensions and negotiating processes between modern society and conservative religious groups. Conservative religion and society have co-existed for at least a century in an increasingly pluralist society. Still, the right to religious freedom and tolerance clashes with certain expressions of religious exclusivity. In this book, scholars from different disciplines look at the various ways in which representatives of conservative religious faith live, practice, and formulate their religion in relation to a contemporary mainstream culture. The studies included represent various settings with regard to time, religion and geography, and are presented in three thematic groups: culture, schooling and public life, and media. Taken together, the studies contribute to a more nuanced and diverse picture of conservative religious believers and their engagement with mainstream society. The book will be of interest to students and researchers in the fields of sociology of religion, church history and contemporary religion.
Religious Education as Encounter. A Tribute to John M. Hull
This volume is a tribute to our esteemed colleague Professor John Martin Hull for his exceptional academic achievements in the field of religious education. Especially worth mentioning are his worldwide continuous efforts in trying to realize interreligious education and interreligious learning in public schools. In his approach there is a strong emphasis on openness, dialogue, and encounter. When we are looking for an adequate vignette to characterize the contribution of this famous religious educator, a good one might be ‘religious education as encounter’. That is why this volume is systematically focusing on this topic. It brings together contributions from leading researchers in the international field of religious education adhering to a great variety of religious or worldview traditions, and it addresses a wide range of perspectives regarding the concept of encounter in religious education.
On the Edge
For the first time, leading scholars in Religious Education and Citizenship Education reflect upon ‘the making of’ of their theoretical framework, in honour of Siebren Miedema. In this Liber Amicorum, in retrospect these scholars recognize, implicitly or more explicitly, ‘critical incidents’ and they honour ‘critical persons’ for the decisive voice each of them had in the articulation of the theoretical frame of reference the scholars developed in the field of pedagogy of religion(s) and citizenship education. Or, to use the words Siebren Miedema prefers, the field of religious citizenship education. The ‘eminence grise’ in the field of Pedagogy is brought together in this vo...
Teenagers’ Perspectives on the Role of Religion in their Lives, Schools and Societies. A European Quantitative Study
Religion is on the European agenda again. The secularisation paradigm has lost its explanatory power and the newly coined term ‘post-secularism’ is used to describe the realisation that in the current social transformation, religion cannot be ignored any longer. The quantitative study presented in this book is part of the research effort by the REDCo project. REDCo is the abbreviation for “Religion in Education. A contribution to Dialogue or a Factor of Conflict in Transforming Societies of European Countries”. The project brought together nine research teams from eight European countries: England, Estonia, France, Germany, The Netherlands, Norway, Russia and Spain. The research invo...
Teachers Responding to Religious Diversity in Europe. Researching Biography and Pedagogy
Currently, all European societies are experiencing a transformation process towards greater cultural and religious pluralisation. Teachers need new answers to turn (religious) diversity into a resource for peaceful coexistence, not a cause of misunderstanding, division and hostility. Through a qualitative approach, we follow the different strategies of teachers to cope with religious diversity in the classrooms of six European countries, from Estonia to France, from Norway to England, from Germany to the Netherlands. The juxtaposition of biographical information on the teachers, together with their views on religious diversity and their strategies in responding to it, provides a well-rounded...
Dialogue and Conflict on Religion. Studies of Classroom Interaction in European Countries
Regarding teaching about religions and worldviews, there is a gap between the ambitions of educational policies and our knowledge about what really happens in the classroom. Research on classroom interaction about religion is not very far developed, either nationally or as international and as comparative research. There is a growing awareness, however, that research on pupils’ perspectives on religion in education is needed in order to develop sustainable approaches for future education, and this book is a contribution to this research. The classroom can be seen as an arena both for learning and for micro-politics. This arena is shaped, and sometimes challenged and restricted, or even curtailed, by the wider societal and political context. In this book we present studies of classroom interaction that focus on the micro-sociological level of research. The studies presented open up a rather unexplored field of international comparative research on religion in education and the role of diversity for classroom interaction, giving deeper insights into what happens in classrooms, displaying varieties of interactive patterns and relating these to their specific contexts.
Islam in Education in European Countries. Pedagogical Concepts and Empirical Findings
Relations between Muslims and the public education systems of Europe are often characterised by tensions. There is often still a perceived incompatibility between the claims of individual Muslims or Muslim communities on the one hand and the aims of public education in Europe on the other. The relatively recent presence of Islam in much of Europe, the internal diversity of Muslim communities, the lack of a centralized, hierarchical church-like structure – different arguments are used to justify such a discriminatory treatment of one of the largest faith communities in Europe. Nevertheless, as this book aims to illustrate, there are already rich and diverse experiences throughout Europe of ...
Integrative Religious Education in Europe
This book is a contribution to the development of the young discipline of the didactics of the Study of Religions (Religionswissenschaft) in international perspective. Integrative religious education refers to education about different religions in classrooms with children of various religious and non-religious backgrounds. Cornerstones of recent debates about theory and methodology in the academic study of religions and in education are discussed in the first chapter. They form the basis of the following analysis and evaluation of current approaches to integrative religious education in Europe, with a special focus on England and Sweden. Particular attention is paid to the different underlying concepts of religion, education and ways of representing religious plurality in these approaches. Building on a discussion of the current situation of teaching and learning about religions in schools in Europe in the context of wider cultural, social and political debates, the book concludes with the suggestion of a framework for integrative religious education in Europe, from a perspective that combines insights from the study of religions and education.
The Religious Dimension of Intercultural Education
This book explores the religious dimension in intercultural education and states that religion plays a key role in value conflicts and worldview differences in schools in pluralistic societies. Religion is considered having a double role, both as the reason for deep differences in mental mapping and worldviews and as a contributor to intercultural understanding and dialogue. The book discusses the role religion has in education both at an institutional level, in the whole school society, and in Religious Education as a specific school subject. Underlying Western worldviews in subject curricula and subject didactics need to be revealed and contested to increase the benefit of education for all students. It argues for the need of a contextual understanding to help teaching and learning address religious diversity in schools.
Rethinking Religious Education and Plurality
This text offers a critical view of approaches to the treatment of different religions in contemporary education, in order to devise approaches to teaching and learning and to formulate policies and procedures that are fair and just to all.
