Including or excluding religion and worldviews in schools? Finnish teachers’ and teacher students’ perceptions

Niemi, Pia-Maria; Kimanen, Anuleena; Kallioniemi, Arto

doi:10.1080/13617672.2019.1617628

Cited by 9 publications

(5 citation statements)

References 31 publications

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“…According to them, the inclusion of religious subjects in public schools can also encourage the creation of groups among students, which can lead to their disunity. This is also supported by the literature, for example as cited by Niemi et al, (2019), even though religions and worldviews are discussed within lessons, there are many tensions related to the representations of religions within other areas of school practices in Finland, as there is in many other European countries.…”

Section: Results Of the Empirical Studymentioning

confidence: 56%

Juridical-Psychological Etudes on the Teaching of Religion in Schools in Albania

Tokrri

Agaj²,

Teqja³

et al. 2023

JESR

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Religion and politics have consistently gone through a tough relationship. The public debate on religion repeatedly gives the idea of being a "sterile debate", since knowing or coming up with the absolute truth is almost impossible when it comes to religious-civil power-state institutions and religious institutions. Much worse concerns clashes between civilizations and religions worldwide, with bloody conflicts still on the rise nowadays. Hence, the topic on religion must never be underestimated, and yet, never overestimated as well. Precisely, this article conducts a dual-track analysis, on one hand, the possible constitutional admissibility of teaching religion in schools, and on the other, the empirical analysis aimed at collecting data on the opinion of parents, teachers, and school psychologists regarding the inclusion of religion-related subjects in school curricula. The small sample used for semi-structured interviews emerged as having opposing viewpoints about whether or not religion should be incorporated in school curricula. This paper focuses on the topic of religiosity, wrapped up in its own veil of mystery, and it affects the innermost angle of human beings. The relationship with the divine does not allow anyone to touch what is revered just for existing. For these and other reasons, this issue is constantly complex to deal with, but at the same time, it is overrun by hues that modern jurists must grasp and give real value to constitutional principles that keep a democratic society alive, capable of including rather than excluding anyone. Received: 2 January 2023 / Accepted: 01 March 2023 / Published: 5 March 2023

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Section: Results Of the Empirical Studymentioning

confidence: 56%

Juridical-Psychological Etudes on the Teaching of Religion in Schools in Albania

Tokrri

Agaj²,

Teqja³

et al. 2023

JESR

View full text Add to dashboard Cite

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“…In Finland, current and future teachers show different degrees of inter-religious sensitivity but the equal visibility of diverse traditions is primarily supported, without favoring strongly inclusive or exclusive practices (Niemi et al 2020). Minorities are often perceived by the majority as deviant, especially when they stem from earlier religious schisms frequently regarded as apostates (Bash 2019).…”

Section: Discussionmentioning

confidence: 99%

Adolescents’ Perception of Religious Education According to Religion and Gender in Spain

et al. 2020

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The aim of our study is to verify the influence of Religious Education on Spanish adolescents by applying a quantitative study based on descriptive and social research methods which reflect the religious and social plurality of Spain, with a total of 679 secondary education students. By means of the Delphi technique, an exploratory and semi-confirmatory factor analysis, and a confirmatory analysis using structural equations, the psychometric properties of the questionnaire designed are guaranteed. Using a multivariate analysis of variance, after the Levene test, multiple comparisons are made in order to assess the difference between religions and gender with respect to school Religious Education. Significant differences and large effect sizes are found. The results show first that experiences with regard to religion in school are more positive for the group of Christian women and that of Muslim men; second, that the knowledge of religion helps in the daily development of adolescents; third, that men from the two major religious groups and Jewish women demand more autonomy; and lastly, that students consider that the curricular development of religion in school should be reviewed, although it is confirmed that Religious Education is regarded as important for their life and future development.

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“…These US-based theoretical contributions for greater religious literacy laid the groundwork for the burgeoning interest in religious literacy amongst educational scholars, spurring scholarship on issues related to religious literacy and K-12 teacher education globally (Seiple and Hoover 2021), including Europe (Hannam and Biesta 2019;Kuusisto et al 2017;Niemi et al 2020;Rissanen et al 2016;Ubani 2018;von Brömssen et al 2020), the UK (Conroy 2016;Dinham and Francis 2015;Jackson 2004;Jackson and Everington 2017;Shaw 2020), Australia (Burritt 2020;Halafoff et al 2020) and Pakistan (Ashraf 2019).…”

Section: Introductionmentioning

confidence: 99%

Preservice Teacher Views on Critical Religious Literacy to Counteract Epistemic Injustice in Teacher Education Programs

Reid

2024

Religions

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While there has been growing scholarly interest in the role of religious literacy in K-12 teacher education, scholarship on how preservice teachers understand religious literacy as an aim of social justice-oriented education remains limited. This empirical case study of one teacher education program in a Canadian university examines the perspectives of preservice teachers and how they view critical religious literacy (CRL) as a means of addressing the potential harms of religious illiteracy. Using empirical data collected in personal interviews and focus groups, this qualitative case study employed philosophical analysis centered on a theoretical framework that includes the concept of epistemic injustice. The data show that preservice educators feel unprepared to engage with religiously diverse students, to navigate issues related to religious diversity, or to respond to the potential epistemic harms of religious illiteracy, such as exclusion, discrimination, or polarization. As such, this paper contends that to reduce the potential epistemic injustices related to religious illiteracy in their programs and in K-12 classrooms, teacher educators ought to include CRL as an educational aim in preservice teacher education.

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Including or excluding religion and worldviews in schools? Finnish teachers’ and teacher students’ perceptions

Cited by 9 publications

References 31 publications

Juridical-Psychological Etudes on the Teaching of Religion in Schools in Albania

Juridical-Psychological Etudes on the Teaching of Religion in Schools in Albania

Adolescents’ Perception of Religious Education According to Religion and Gender in Spain

Preservice Teacher Views on Critical Religious Literacy to Counteract Epistemic Injustice in Teacher Education Programs

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