The development and dissemination of Council of Europe policy on education about religions and non-religious convictions

Jackson, Robert

doi:10.1080/13617672.2014.953295

Cited by 30 publications

(10 citation statements)

References 11 publications

(9 reference statements)

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“…These developments are parallel and connected with the advances in European policies towards the recognition of diversity and enhancement of social harmony between religious/ ethnic populations. Likewise, the educational policies in Europe have tried to increasingly reflect the inclusive recognition aims of generic policies (Jackson and Fujiwara 2007;Jackson 2014). However, public education has been criticised for reacting too slowly to societal change and for maintaining social structures which is partly due to its state preservation agenda (Toom and Husu 2016;Ubani 2013).…”

Section: Martin Ubani 1 · Eveliina Ojalamentioning

confidence: 99%

Introduction

Ubani

Ojala

2018

j. relig. educ.

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Section: Martin Ubani 1 · Eveliina Ojalamentioning

confidence: 99%

Introduction

Ubani

Ojala

2018

j. relig. educ.

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“…From 1969till 1997, it was a non-confessional, but still denominational, Lutheran Christian education (Bråten 2013, 22-23). With an increasingly non-religious stance among the population, and increasing religious diversity in Europe, the inclusion of religious diversity as well as non-religious worldviews in RE curricula is needed (Bakker and Ter Avest 2014;Jackson 2014). The challenge of moving from a denominational or confessional education in Christianity to coping with diversity in RE has been met in different ways (Bråten 2014;Franken 2017).…”

Section: Introductionmentioning

confidence: 99%

Disciplinary literacy in religious education: the role and relevance of reading

Unstad

Fjørtoft

2020

British Journal of Religious Education

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Although religion has played a key role in reading instruction in many education systems, this position has been challenged by increasing religious diversity and the spread of non-religious worldviews. Simultaneously, there has been growing interest in the role of disciplinary literacy in education (i.e. the ways in which a discipline's knowledge is created, shared and evaluated) as well as the role of the reader. Drawing on classroom observations and interviews in an exploratory study, the article focuses on how adolescents experience reading in religious education (RE). The study shows that students relate meaning-making in RE to developing respect and tolerance, that teachers focus on conceptual understanding while students request a focus on lived religion, and that student meaning-making in RE thrives in a learneractive setting. We discuss the findings in the light of disciplinary reading theory and point towards some disciplinary traditions that should be considered while designing and developing educational practice.

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“…In recent decades, European countries have borne witness to a dual phenomenon that has placed the religion debate at the epicentre of political and academic discourse (Jackson, 2014;Faas, Darmody & Sokolowska, 2016;Watson, 2010). On the one hand, globalisation and growing migratory flows have turned Europe -and other states (Wang, 2013) -into increasingly more pluricultural societies.…”

Section: Introductionmentioning

confidence: 99%

“…On the one hand, globalisation and growing migratory flows have turned Europe -and other states (Wang, 2013) -into increasingly more pluricultural societies. In addition, and in second place, the growing and continuous social secularisation that occurs in most areas is diversifying the religious panorama of our time even more (Watson, 2010;Jackson, 2014). In light of this situation, every country has adopted different policies for managing religious education that can be grouped, despite their multiple specificities, in two major trends: the non-confessional multifaith approach (e.g.…”

Section: Introductionmentioning

confidence: 99%

Religious education in state primary schools: the case of Catalonia (Spain)

Bochaca

Macia-Bordalba

Calvet

2018

British Journal of Religious Education

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In a pluricultural and multi-religious world, with high levels of social secularisation, the role of religious education in schools (especially in state-funded schools) has inundated political and academic debate throughout Europe, which is becoming increasingly more committed to integrating, non-confessional models. In this context, it is essential to analyse how religious education is managed in countries whose relationship between state and religion is still firmly rooted (as is the case of Spain), and what the action of schools and families is in contexts where confessional religion is maintained in schools. Based on a quantitative study of 380 representatives of primary school management teams, it is seen that one in four schools does not teach any type of religion, either due to a lack of demand from families or because the school chooses not to do so. In addition, the study shows the practical limitations of the confessional model to provide a response to the religious and secular diversity of our time, as the implementation of minority confessions is very scant whilst there is a primacy of the catholic confession in the religion subject.

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The development and dissemination of Council of Europe policy on education about religions and non-religious convictions

Cited by 30 publications

References 11 publications

Introduction

Introduction

Disciplinary literacy in religious education: the role and relevance of reading

Religious education in state primary schools: the case of Catalonia (Spain)

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