The Politicisation and Securitisation of Religious Education? A Rejoinder

Jackson, Robert

doi:10.1080/00071005.2015.1069257

Cited by 28 publications

(22 citation statements)

References 18 publications

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“…Such a broadly based representation of religions, which acknowledges their different dimensions and their internal diversity, should encourage and inform civil classroom dialogue and discussion according to agreed ground rules, rather than focusing on extremism (Jackson, 2015b). This approach is consistent with the Council of Europe Action Plan.…”

Section: Extremism and Education About Religions: Discussionmentioning

confidence: 90%

Inclusive Study of Religions and World Views in Schools: Signposts from the Council of Europe

Jackson

2016

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This article outlines some issues in incorporating the study of religions, together with non-religious world views, into the curricula of publicly funded schools in Western democratic states. Attention is given to examples from work on this topic conducted within Signposts is designed to assist policy makers and practitioners in interpreting and applying ideas from the 2008 Recommendation from the Committee of Ministers (the Foreign Ministers of the 47 member states) dealing with education about religions and non-religious convictions. Various issues raised by the Signposts document are considered. Towards the end of the article, recent UK and Council of Europe policies which emphasise the study of religions and beliefs as a means to counter extremism, and which have appeared since the publication of Signposts, are summarised and discussed critically. Attention is drawn to the dangers of certain policies, and also to the plurality of aims which studies of religions and non-religious world views need to have in providing a balanced educational programme.

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Section: Extremism and Education About Religions: Discussionmentioning

confidence: 90%

Inclusive Study of Religions and World Views in Schools: Signposts from the Council of Europe

Jackson

2016

Self Cite

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“…This question begs an answer which requires an analysis of the ideological sources of religion's perceived and actuated role in education. If longsustained and occasionally vilified have been my arguments that the new apparent relevance of religion in education can be characterized as a politicization and securitization (Jackson 2015), my argument would be if the defense is so strong then there may be something in the critique. Framing secularization as a shift of religious power to political authority (Chaves 1994;cf.…”

Section: The Secularization and The Securitization Of Religion In Edumentioning

confidence: 99%

The Educational Sociology and Political Theology of Disenchantment: From the Secularization to the Securitization of the Sacred

Gearon

2018

Religions

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This article provides an outline theoretical synthesis of educational sociological and political theology, through the concept of ‘disenchantment’ to afford insights on critical current debates around secularization and securitization. Drawing together two originating frameworks—Max Weber’s (1918) sociological theorization of religious authority’s intellectual demise as disenchantment of the modern world and Carl Schmitt’s (1922) contemporaneous framing of a political theology—this article argues that a bringing together of these apparently disparate perspectives facilitates an understanding of securitization as a staging post in the history of the secularization of religion in education. Here an educational sociology and political theology of disenchantment thereby provides embryonic evidence of the securitization of the sacred as a staging post in the history of secularization. It is argued, in conclusion, that all these framings are a matter of decision-making in the exercise of ideological, political and theological power in and through education. Such decision-making in educational policy presents new sociological and political-theological territory for empirical and theoretical analysis of the shifting sources of authority amongst what C. Wright Mills called the “power elite”.

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“…3 For fuller reviews and discussions of the various practices within the EU with regard to the teaching of religion, see, for instance: Jackson and O'Grady 2007;Council of Europe 2014;Jackson 2004;Hull 2005, andGearon 2013. For recent contributions to the lively, if not always illuminating, debate in this field, see Gearon 2017;Jackson 2015Jackson , 2017and Lewin 2017. curriculum should be used to foster an understanding of religious viewpoints are present. 4 In what follows we examine what we take to be the strongest reasons given in defence of this view, which we call the priority of religion model.…”

Section: Introductionmentioning

confidence: 99%

What is the point of religious education?

Clayton

Stevens

2018

Theory and Research in Education

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Some liberal societies continue to require their schools to offer non-directive, but specifically religious education as part of the curriculum. This paper challenges that practice. It does so by articulating and defending a moral principle, which asserts that education policy must be regulated by principles that are acceptable to reasonable people. Thereafter, we argue that the leading arguments for prioritizing the study of religion in schools-arguments that claim that religion is special or that assert that the majority or parents are morally permitted to prioritise religion in schooling-are incompatible with the acceptability requirement.

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The Politicisation and Securitisation of Religious Education? A Rejoinder

Abstract: Abstract

Cited by 28 publications

References 18 publications

Inclusive Study of Religions and World Views in Schools: Signposts from the Council of Europe

Inclusive Study of Religions and World Views in Schools: Signposts from the Council of Europe

The Educational Sociology and Political Theology of Disenchantment: From the Secularization to the Securitization of the Sacred

What is the point of religious education?

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