This article examines Quebec's lauded and influential Ethics and Religious Culture (ERC) primary and secondary school curriculum from a much-needed and seldomexplored critical perspective. It asks a series of interrelated questions: what are the ideological foundations of the programme? What is its particular understanding of the study of religion as a pedagogical act? How does the ERC curriculum view the place and role of religion within the history of Quebec and its quest for a sense of collective identity? In what ways does the ERC programme reflect and support a particular understanding of the common good? These and other questions will help focus discussion on the ERC programme as an interesting example of a specifically statesanctioned understanding of the role and place of the religious in a highly secularised yet culturally distinctive society.
This special issue presents the findings of a number of empirical and theoretical studies on education about religions and worldviews (ERW) conducted in Britain,
This article examines issues of masculinity and same-sex relations within the Anglican tradition. In light of some of the ongoing debates occurring within the wider Anglican Communion concerning the role and place of LGBT persons, the author raises questions about the intersections between masculinity, religion, same-sex desire and queer theory. In discussing the cases of John Henry Newman and the Montreal Anglo-Catholic priest Edmund Wood, it is suggested that a certain type of moral malaise and gender ambiguity lies at the heart of this current Anglican crisis.
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