Challenges of Religious Literacy in Education: Islam and the Governance of Religious Diversity in Multi-faith Schools

Abstract

This chapter seeks take part in an emerging research where religion is approached as a whole school endeavor. Previous research and policy recommendations typically focused on teaching about religion in school, but the accommodation of religious diversity in the wider school culture merits more attention. Based on observations in our multiple case studies, we discuss the multi-level governance of religious diversity in Finnish multi-faith schools with a particular focus on the challenges of religious literacy for educators. The three examples we present focus on the inclusion of Muslims in Finnish schools and in particular on the challenges for educator (1) in interpreting the distinction between religion and culture, (2) in recognizing and handling intra-religious diversity, and (3) in being aware of Protestant conceptions of religion and culture. A theme cutting across these examples is how they reflect the tendencies either to see different situations merely through the lens of religion (religionisation), or not to recognize the importance of religion at all (religion-blindness). We argue that religious literacy should be recognized and developed as a vital part of the intercultural competencies of educators.

Dialogue, Worldview Inclusivity, and Intra-Religious Diversity: Addressing Diversity through Religious Education in the Finnish Basic Education Curriculum

“…Research from a multiculturalist perspective has been relatively active and extensive in the 2000s in Finland (Ubani 2017). This research has tended to focus on pupils' experiences of social integration in school-wide activities (Niemi 2017), worldviews and multicultural education (Riitaoja et al 2010), religion and multiculturalism in educational policy (Ubani 2013), school celebrations from an intercultural perspective (Niemi et al 2014), and challenges of religious literacy and governance of religious diversity in multi-faith schools (Rissanen et al 2020). In addition, topics such as inclusion of Muslims in Finnish schools (Rissanen 2019), supporting pupils' identities and inclusion in minority religious and secular ethics education (Zilliacus 2014), and ethical, intercultural, and interreligious sensitivities have been examined (Holm 2012).…”

Developing a Research Tool for Investigating Religious Knowledge as Part of Religious Literacy: The Questionnaire – First Results – Possibilities for International Comparisons

“…(Harvard Religious Literacy Project, 2021) Concerning this debate, Biesta et al (2019) stress the importance of an understanding that not only focuses on functional literacy, such as being able to read the world of religion(s), but also includes critical thinking -processes that both are based on knowledge. Emphasizing the perspective of Michael Young on powerful knowledge -i.e., all children's entitlement to knowledge that is 'better', closer to the truth about the world we live in and to what it means to be human (Young, 2013) Even if this cannot be pursued in this paper it must be mentioned that, in this respect, religious literacy also denotes a demand on teachers and on teachers' skills (Rissanen, Ubani & Sakaranaho, 2020).…”

Intra- and Interreligious Dialogue in Flemish (Belgian) Secondary Education as a Tool to Prevent Radicalisation

“…In the socio-cultural and multireligious context of today, a need for interconvictional education is formulated by the Flemish Minister of Education, and the agreements are recorded in an Engagement Statement (28 January 2016), which can be seen as one of the derived European objectives (European Commission 2007. In line with European recommendations, contemporary education experts underline the importance of investing in pupils' religious literacy, understood as 'the ability to discern and analyse the fundamental intersections of religion and social, political, cultural life through multiple lenses' (Moore 2007;Subbiondo 2012;Jackson 2014;Lafrarchi 2017a;Dinham and Shaw 2017;Sahin 2017a;Kuusisto and Gearon 2019;von Brömssen et al 2020;Rissanen et al 2020;Parker 2020). Ter Avest and Bakker (2009) argue that a solid education in life orientation combined with an authentic curiosity about the 'Other' is pre-conditional for innovation in RE, which, as an integral part of education, prepares students for a future they themselves will have to build.…”