2019
DOI: 10.5944/reec.33.2019.22327
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Religion, schooling and the state: negotiating and constructing the secular space

Abstract: 2 Religion, schooling and the state: negotiating and constructing the secular space Religión, escolarización y Estado: negociando y construyendo el espacio secular Abstract As a prelude to the paper it should be stated that its genesis originates in conference presentations delivered on two separate occasions to two separate audiences. The first was to a mixed group of teacher educators, Roman Catholic priests and nuns, as well as others from diverse religious traditions, at a one-day conference on religion … Show more

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Cited by 3 publications
(4 citation statements)
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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). Sometimes, trying to integrate religious and non-religious worldviews, with the intention of protecting the beliefs of these minorities, creates tremendous difficulty for policy makers, teacher trainers, and schools (Braten and Everington 2019).…”
Section: Discussionmentioning
confidence: 99%
“…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). Sometimes, trying to integrate religious and non-religious worldviews, with the intention of protecting the beliefs of these minorities, creates tremendous difficulty for policy makers, teacher trainers, and schools (Braten and Everington 2019).…”
Section: Discussionmentioning
confidence: 99%
“…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). Sometimes, trying to integrate religious and non-religious worldviews, with the intention of protecting the beliefs of these minorities, creates tremendous difficulty for policy makers, teacher trainers, and schools (Braten and Everington 2019).…”
Section: Discussionmentioning
confidence: 99%
“…In societies where there is a single dominant religious tradition and where that dominance is reflected in their institutional structure it is often difficult to convince policymakers and teachers of the relevance of plurality and secularity in the management of public schools. In such societies, prevailing religious traditions are considered unproblematic, as long as there are no tensions and divisions within those traditions (Bash 2019). People from every sect in Pakistan prefer to learn only about their own beliefs, despite or because of the fact that the division of Muslims into Sunni and Shia, and the further division of the former group into different sects, has led to widespread sectarian violence in the country.…”
Section: Introductionmentioning
confidence: 99%
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