Fair and cloudy weathers of tolerance in civic and religious education in northern Europe

Abstract

This article investigates the normative logic and orientation of civic and religious education in seven countries in northern Europe. One main underlying argument is that public schooling must be generically regarded as a heavy functional contributor to the 'soft' normative reproduction and validation of certain ethical and cultural identities. In the article, the rhetorical goals of neutralism and tolerance in current European political-educational thought are measured against empirical modes and practices of education. A parochialism-cosmopolitanism conceptual dichotomy is constructed and used as a main analytical guide, which allows for a number of critical conclusions to be made on the production of normative statehood through education in contemporary 'post-normative' Europe. The ultimate ambition of the text is thus to contribute to shedding new light on the interpretation and enactment of value diversity in these seven educational settings and interculturalising societies.

World Religions in Religious Education in Northern Ireland: A Policy Implementation Analysis using Strategic Action Field Theory

“…This means, policy which is designed to influence values or beliefs, as is the case in religious education, is particularly challenging to implement. Values such as tolerance and respect cannot be transferred "technocratically" 42 which is why Moulton and Sandfort's 43 framework is particularly suitable for analyzing the case in hand. Its emphasis on understanding culture, beliefs and values when analyzing policy implementation effectiveness can assist, therefore, in answering the following research questions:…”

Research on the Contemporary Situation of University's Ideological and Political Education and the Corresponding Countermeasures under the New Circumstances

“…Adolescence on personality development is a central issue for the pursuit of self-identity, establish self-identity and this is makes one different from any the other individual. The problem began in infancy, peaked at puberty self-looking for problems, because of physical, cognitive, social and emotional development reached a peak [6].…”

Fostering Harmony and Dealing with Difference in Education: A Critical Review of Perspectives on Intergroup Relations

“…Notions of plurality, multiculturalism and diversity have varied significantly from Allport's time (Kincheloe and Steinberg, 1997) and so too have the justifications for education for human rights, democracy and citizenship (Roth and Burbules 2007). Significant among these has been the work of critical education theorists who have been forthright in challenging a taken-for-granted neutralist-tolerant framework (Strandbrink 2014) which ignores issues of power in group-relations (Apple 2015). Critics assert that contact theorists have not kept pace with research areas of overlapping interest such as critical anti-racism (Erasmus 2010) and that their work has become 'self-referential' (Connolly 2000, 171).…”