Abstract
Issues about the study of religion in public education are being discussed internationally as never before. The discussions include not only 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 United States, 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).
An earlier version of this chapter appeared as ‘European institutions and the contribution of studies of religious diversity to education for democratic citizenship’, in Jackson, Miedema, Weisse, & Willaime (2007, pp. 27–55).
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http://www.dalailama.com/ (accessed 15 January 2009).
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For example, ‘Faith as Social Capital: Connecting or Dividing?’ Joseph Rowntree Foundation, 2005. http://www.jrf.org.uk/bookshop/eBooks/9781861348388.pdf (accessed 19 January 2009).
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http://www.coe.int/T/E/Cultural_Co-operation/education/E.D.C/ (accessed 15 May 2006).
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Formed 31 years ago, IEA is a non-profit, private association which carries out international comparative studies on schools. Policy-makers and educators use data from IEA studies to assess the impact of alternative curricular offerings; monitor the quality of schooling worldwide; identify effective schools and learn how to improve their own educational systems, and better understand the instructional learning process.
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For further information see: http://www.wam.umd.edu/~iea/ (accessed 19 January 2009).
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Eurydice is a network of institutions collecting, monitoring, processing and circulating comparable information on education systems and policies across Europe. Eurydice was established in 1980 by the European Commission and member states as a strategic mechanism to foster co-operation, through improving understanding of educational systems and policies.
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Downloadable from http://www.eurydice.org (accessed 19 January 2009).
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For example, religion is mentioned in relation to social exclusion or discrimination (Belgium [Flemish]); diversity (Italy); understanding religious values (Denmark); strengthening values (Slovakia); understanding religions (Slovenia) and respecting each other’s religions (Bulgaria). Links between religious and citizenship education are seen through visits to neighbourhood or community groups including religious bodies. Some countries make no reference to religious education in their official documentation on citizenship education (e.g. Poland, Estonia, the Netherlands and Malta).
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See also Kerr, 1999, 12f on distinguishing between education about, through and for citizenship.
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The research was conducted under the auspices of the Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI-Centre), set up in 1993 to address the need for a systematic approach to the organisation and review of evidence-based work on social interventions. Both reports are published on EPPI-Centre’s website as part of The Research Evidence in Education Library (REEL) (http://eppi.ioe.ac.uk/EPPIWeb /home.aspx?page=/reel/intro.htm accessed July 2006).
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Following Gearon (2003), she points out that there was little or no UK research on citizenship education before the 1990s, but some research and writing in fields such as values education, character education and PSHE, and in fields operative since the 1970s, called collectively by Gearon ‘implicit citizenship education’ – peace education, global/world studies, human rights education and political education. In particular, there was very little research on practice at the school level and little attempt to integrate citizenship education into broader educational philosophies and practices.
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Since this chapter was first published, highly important work in this field has been completed by the Office for Democratic Institutions and Human Rights of the Organisation for Security and Co-operation in Europe. I have written about the Toledo Guiding Principles on Teaching about Religions and Beliefs in Public Schools (OSCE, 2007) in Jackson (2008a).
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http://europa.eu/constitution/en/ptoc1_en.htm#a1 (accessed 19 January 2009).
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The International Seminar on Religious Education and Values (ISREV) was founded in 1978 and has met biennially since that time. Originally, it included western Europeans and north Americans. The membership is now much more international. See http://www.isrev.org/ (accessed 19 January 2009).
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The driving figure behind the establishment of ENRECA was Prof. Hans-Günther Heimbrock. Heimbrock, Scheilke, and Schreiner (2001) is ENRECA’s first book; Miedema, Schreiner, Skeie, and Jackson (2004) explain the ENRECA’s goals; see also http://enreca.isert-network.com/docs/index.htm (accessed 1 June 2006). ENRECA now has its own European Book Series on ‘Religious Diversity and Education in Europe’, published from Germany by Waxmann. The first titles published were Zonne (2006) and Afdal (2006).
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The International Network for Inter-religious and Inter-cultural Education was set up in 1994, soon after the election of a democratic government in South Africa, and had its first meeting at the University of Hamburg. The aim was to promote links between Southern African and Northern European research groups working in fields connecting religion and education in culturally diverse democratic societies. The seminar brought together Northern European and Southern African members of research and development groups working in the fields of religion, education and cultural diversity. Publications include Andree, Bakker, and Schreiner (1997); Chidester, Stonier, and Tobler (1999); Jackson (2003a); Weisse (1996) and contributions to a special issue of Scriptura: International Journal of Bible, Religion and Theology in South Africa, 89(2), 2005.
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http://www.cogree.com/ (accessed 19 January 2009).
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See http://www.iaie.org/ (accessed 19 January 2009).
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The others are: the Directorate of Legal Affairs (DGI), the Directorate of Human Rights (DGII) and the Directorate of Social Cohesion (DGIII).
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A general discussion of education policies within the Council of Europe is provided in Bîrzéa (2005).
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The policy review was piloted in South Eastern European countries and then applied in the Northern, Western, Southern, Central and Eastern regions. The results of these studies are published in Council of Europe (2004b), as is a synthesis of them.
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Parliamentary Assembly, 4 October 2005 Recommendation 1720 (2005) http://assembly.coe.int/Main.asp?link=/Documents/AdoptedText/ta05/EREC1720.htm (accessed 19 January 2009).
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The conclusion to the seminar report states that: ‘In the majority of Council of Europe member states the new generations do not even receive an education in their own religious heritage, much less that of others. For this reason, it had previously been suggested to establish an Institute capable of contributing to the development of teaching programmes, methods and materials in the member states. At the same time this Institute would serve as a research centre on these matters. It should also be a training centre for instructors, a meeting place and a forum for dialogue and exchange. Course content should be defined in close collaboration with representatives of the different religions traditionally present in Europe’ (Anon, 2006).
Participants discussed the nature of such a centre (it should be independent, but organised within the structures of the Council of Europe), the kind of curriculum that might be taught there, the place that religious communities might have in a consultative role (the group envisaged an advisory body from the religious communities who could work with the Council of Europe), and the Centre’s organisation, management and staffing. For example, the group envisaged an advisory body from the religious communities who could work with the Council of Europe.
- 25.
http://assembly.coe.int/Main.asp?link=/Documents/WorkingDocs/Doc06/EDOC10944.htm (accessed 19 January 2009).
- 26.
The conference was held in Nizhniy Novgorod in the Russian Federation, September 7–9, 2006, under the auspices of the Ministry of Regional Development of the Russian Federation, the Inter-Faith Council of Russia and the Council of Europe. The quotation is from the ‘Volga Forum Declaration’, Final Document of the International Conference ‘Dialogue of Cultures and Inter-Faith Cooperation’, paragraph 4. http://www.strasbourg-reor.org/modules.php?name=News&new_topic=42&file=article&sid=352 http://www.coe.int/T/DC/Press/news/20060908_declaration_volga_en.asp (both accessed 19 January 2009).
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The issue of faith-based religious education is a separate issue. One view expressed within the Council of Europe, based on human rights arguments, recognises the complementary nature of faith-based education (mainly in the private sphere) and a generic public education ‘about’ religion (McGrady, 2006).
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Moreover, the appreciation of religion as a ‘cultural fact’ should not inhibit the observation in classroom practice that many religious people believe their convictions to be true.
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Eg Ban it! Daily Express, 21 October, 2006.
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Research on the values of European youth also shows that most young people rate the value of personal autonomy highly (Kay & Ziebertz, 2006).
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See the view that exploration of fundamental questions also contributes to citizenship education (e.g. Ipgrave, 2003) and the view that religious education has much to offer considerations of global citizenship (Jackson, 2003b). Note also that some research conducted in the broad religious education field is highly relevant to the exploration of the relationship between religious and citizenship education at the conceptual level. Geir Afdal’s monumental study of ‘tolerance’ comes to mind (Afdal, 2006).
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A ‘community of practice’ based at the University of Warwick (teachers and teacher training providers) has conducted action research studies in schools and teacher training institutes, developing interpretive and dialogical approaches using action research. This was done as part of the EC REDCo Project (Ipgrave, Jackson, & O’Grady, 2009).
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Jackson, R. (2010). Religious Diversity and Education for Democratic Citizenship: The Contribution of the Council of Europe. In: Engebretson, K., de Souza, M., Durka, G., Gearon, L. (eds) International Handbook of Inter-religious Education. International Handbooks of Religion and Education, vol 4. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9260-2_66
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