In this paper, we discuss the challenges of developing secular framework in relation to religion in Kyrgyzstan, the first Central Asian republic where democratic institutions were established after the collapse of the Soviet Union and which has been strongly challenged in maintaining its democratic achievements during the Tulip Revolution and other revolts in 2010 and 2020. The question we aim to answer is how processes of securitization shape the relationship between state institutions and religious organizations, knowing that Kyrgyzstan is still influenced both by the Soviet understanding of secularism and by models of secularity and governance from countries and societies with different histories and conditions of development. We look at different phases of the relationship between state and religion starting with the regime change and the establishment of a democratic state. Secondly, the establishing of a legal framework for state policy on religious organizations. Thirdly, the time of the adoption of measures to protect the interests of all citizens, believers and non-believers, and the beginning of the process of active influence of state policy on the situation in the religious sphere. And finally, the new (mis)understanding of the relations between the state and religion, both on the side of the state and religious organizations. Our theoretical point of departure is the concept of securitization, and from there on we take a discursive approach focusing on the different actors in this arena, such as state institutions and the various religious organizations and groups.

ZusammenfassungWelche Rolle spielt Religion in der schulischen Bildung der Zukunft? Die UNESCO, die OSCE/ODIHR und der Europarat geben jeweils ihre eigenen Antworten. Seit 2009 und der Publikation „Human Rights Education in Schools of Europe, Central Asia and North America: A Compendium of Good Practice“ sind sie jedoch auch gemeinsam im globalen Bildungssegment aktiv. Wissend, dass die internationalen Akteure in einem gemeinsamen globalen Diskurs stehen, und ausgehend davon, dass die UNESCO die längste Tradition in der Auseinandersetzung mit Religion aufweist, wird in diesem Aufsatz die UNESCO-Arbeit im Hinblick auf Religion im schulischen Bildungssegment und in diachroner Perspektive qualitativ und quantitativ analysiert. Die Untersuchung ausgewählter normativer Dokumente, relevanter Bildungsprojekte und dazugehöriger Handbücher liefert Antworten auf die Fragen, mit welchen Religions- und Bildungsbegriffsbegriffen und mit welchen didaktischen Zugängen die UNESCO den Herausforderungen der globalen Welt begegnet.

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