Religious Education in a Global-Local World [electronic resource] /
Berglund, Jenny.editor.
Shanneik, Yafa.editor.
Bocking, Brian.editor.
This book examines Religious Education (RE) in over ten countries, including Australia, Indonesia, Mali, Russia, UK, Ireland, USA, and Canada. Investigating RE from a global and multi-interdisciplinary perspective, it presents research on the diverse past, present, and possible future forms of RE. In doing so, it enhances public and professional understanding of the complex issues and debates surrounding RE in the wider world. The volume emphasizes a student-centred approach, viewing any kind of ‘RE’, or its absence, as a formative lived experience for pupils. It stresses a bottom-up, sociological and ethnographic/anthropological research-based approach to the study of RE, rather than the ‘top down’ approaches which often start from prescriptive legal, ideological or religious standpoints. The twelve chapters in this volume regard RE as an entity that has multiple and contested meanings and interpretations that are constantly negotiated. For some, ‘RE’ means religious nurturing, either tailored to parental views or meant to inculcate a uniform religiosity. For others, RE means learning about the many religious and non-religious world-views and secular ethics that exist, not promoting one religion or another. Some seek to avoid the ambiguous term ‘religious education’, replacing it with terms such as ‘education about religions and beliefs’ or ‘the religious dimension of intercultural education’.
Includes bibliographical references at the end of each chapters and index.
Introduction -- Chapter 1: Religions Education, Social Inclusion and Interreligious Literacy in England and Australia, Cathy Byrne -- Chapter 2: Religious Literacy at a Religious Public Primary School, Danika Driesen & Abdulkader Tayob -- Chapter 3: ‘What have we learned from four decades of non-confessional multi-faith religious education in England: policy, curriculum and practice in English religious education 1969-2013?, Denise Cush -- Chapter 4: Council of Europe Policy on Education about ‘Religions and Nonreligious Convictions’, Robert Jackson -- Chapter 5: Mistry Teaching Hinduism as a contested category: Prospects and challenges for ‘critical religion’ and ‘critical pedagogy’ in Ontario World Religions classrooms, Hiren Bhana -- Chapter 6: Arab Money in Malian Schools: Médersas' Co-optation of Monetary and Ideological Networks, Émilie Roy -- Chapter 7: Minority RE: a means for cultural survival?, Jenny Berglund -- Chapter 8: The Irish Education System and Children’s Learning about Religion,Yafa Shanneik -- Chapter 9: Towards a Methodology for Comparative studies in Religious Education, Oddrun Marie Hovde Bråten -- Chapter 10: “Geertz vs. Asad” in RE textbooks: A Comparison between Warwick’s Ethnographical Textbooks and Indonesian Textbooks, Satoko Fujiwara -- Chapter 11: Secular religious education in the Nordic countries, Tim Jensen -- Chapter 12: The Challenges of Global Citizenship for RE, Siebren Miedema.-- Chapter 13: Religious education in the Québec’s Ethics and Religious Culture curriculum: a cultural approach, Stéphanie Gravel -- Chapter 14: Religious education as compulsory subject in Russian public schools: A new old source for public controversy, Vadim Zhdanov -- Chapter 15: Citizenship and RE in Discourse and Praxis - A Case from Teacher Education in Denmark, Karna Kjeldsen -- Chapter 16: Representation of Religions in of the Mandatory School Course ‘The Basics of Religious Cultures and Secular Ethics’- Curriculum and text-books, Marianna Shakhnovich -- Conclusion.
This book examines Religious Education (RE) in over ten countries, including Australia, Indonesia, Mali, Russia, UK, Ireland, USA, and Canada. Investigating RE from a global and multi-interdisciplinary perspective, it presents research on the diverse past, present, and possible future forms of RE. In doing so, it enhances public and professional understanding of the complex issues and debates surrounding RE in the wider world. The volume emphasizes a student-centred approach, viewing any kind of ‘RE’, or its absence, as a formative lived experience for pupils. It stresses a bottom-up, sociological and ethnographic/anthropological research-based approach to the study of RE, rather than the ‘top down’ approaches which often start from prescriptive legal, ideological or religious standpoints. The twelve chapters in this volume regard RE as an entity that has multiple and contested meanings and interpretations that are constantly negotiated. For some, ‘RE’ means religious nurturing, either tailored to parental views or meant to inculcate a uniform religiosity. For others, RE means learning about the many religious and non-religious world-views and secular ethics that exist, not promoting one religion or another. Some seek to avoid the ambiguous term ‘religious education’, replacing it with terms such as ‘education about religions and beliefs’ or ‘the religious dimension of intercultural education’.
Religion and education.
Religion and Education.
Sociology of Culture.
International and Comparative Education.