Justice and the Politics of Difference

Multiculturalism, Muslims, and Citizenship: A European Approach

This contribution shows how the author's interpretive approach to religious education was used as a theoretical and pedagogical stimulus and an empirical research tool by researchers in the European Commission Framework 6 REDCo (religion, education, dialogue, conflict) project. The origins and development of the interpretive approach, from its roots in the ethnographic study of children from religious backgrounds, are summarised, and an account is given about how its key concepts were used to frame a checklist of questions for REDCo researchers dealing with both empirical research methodology and pedagogy. Examples and case studies are presented illustrating how the approach was used by REDCo researchers as a methodological tool for empirical research, a pedagogical tool or stimulus to pedagogical clarification and a tool for meta‐analysis and theory development.

/pdf/the-interpretive-approach-as-a-research-tool-inside-the-1xvm0o2szg.pdf

The interpretive approach as a research tool : inside the REDCo project

This essay argues for the development of a research agenda on the comparative history of Catholic education internationally from the nineteenth century to the present. This requires, in the first instance, the production of a series of individual-country case studies, concentrating on relations between the Catholic Church and the particular state in question on education over the period. The example of Ireland is provided to indicate one way in which a case might be constructed. Not until a large corpus of such case studies is produced will it be possible to engage in comprehensive theory generation and development in the field.

https://www.jstor.org/stable/10.1086/659871

A Comparative History of Church-State Relationsin Irish Education

This article, written from an insider perspective, and in a personal capacity (the author has been involved with the Council of Europe’s work on religion and education since its inception in 2002), gives an account of the developing interest in the study of religions (and latterly non-religious convictions) in publicly funded schools by the Council of Europe, one of several international institutions to have focused on the place of religions and beliefs in public education in recent years. Particular attention is given to the 2008 Recommendation from the Committee of Ministers (the Foreign Ministers of the 47 member states of the Council of Europe) on teaching about religions and non-religious convictions in schools, and to current work on its dissemination. In 2011, the Council of Europe and the European Wergeland Centre set up a joint committee to produce a document (Policy and Practice for Teaching about Religions and Non-Religious Worldviews in Intercultural Education) to assist policymakers, schools ...

The Development and Dissemination of Council of Europe Policy on Education about Religions and Non-Religious Convictions.

Issues about the study of religion in public education are being discussed internationally as never before. The discussions include specialists in religion, but also many outside the professional field of religious education – politicians, civil servants, NGOs and other groups within civil society as well as educators concerned with fields such as citizenship and intercultural education. This is partly due to the global attention given to religion as a result of the events of September 11, 2001 in the USA, their causes, on-going consequences and associated incidents that have affected people in many parts of the world. In Europe, it also relates to the challenge of transcultural diversities (Robins, 2006) and the growing climate of racism in some states (MacEwen, 1995), much of it directed against Muslims, exacerbated by 9/11 and its consequences (Modood, Triandafyllidou & Zapata-Barrero, 2006).

European institutions and the contribution of studies of religious diversity to education for democratic citizenship: the international context

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European institutions and the contribution of studies of religious diversity to education for democratic citizenship: the international context