This book brings together new thinking and research on religious education’s complex and evolving role in the multicultural, diverse postmodern era. It facilitates new realism and understanding of the current situation from empirical and reflective accounts relating to a variety of countries and political contexts, as well as providing innovative methodological approaches to the study of education and religion.
In different contexts around the world, at different levels of education, and from different theoretical lenses, religious education occupies a contested space. The ongoing, changing nature of the world due to increasing secularization, rapid technological change, mass immigration, globalization processes, conflict and challenging security issues, from inter to intra state levels, and with shifting geopolitical power balances, generates the need to reconceptualize where religious education is positioned. It claims that religious education on its own can be an agent of moral, social and spiritual transformation are disputed. There is significant controversy about whether special religious education, that is in-faith education, still has a role within the post-modern world.
Innehållsförteckning
Part I: The Ongoing Debate: Enhancement of Worldviews and Life Orientation in Religious Education .- 1. The Study of Religious and Worldview Diversity in Public Schools: Contributions from the Council of Europe;
Robert Jackson.- 2. “Playful searching truth”: An exploration of the role of ‘life orientation’ in a plural World;
K.H. (Ina) ter Avest.- 3. Worldview identity discourses in Finnish religious and worldview education: mechanisms of inclusion and exclusion; Poulter Saila M.- 4. Teacher Identity in a post modern world: Who am I and do I think it matters?;
Yune Tran and Amy Lynn Dee.- 5. How Christian Chief Student Affairs Officers Envision Their Practice?;
T. F. Cockle, Perry L. Glanzer, Elijah G. Jeong, and Britney N. Graber.-
Part II: Refugee Education, Immigration and Alienation .- 6. Multicultural Learning Environments in Turkey: A New Challenge about Refugee Education;
Aybice Tosun.- 7. Anti-religious Education or Preventing Religious Extremism? – An Examination of the re-education camps in China’s Uyghur region;
Dilmurat Mahmut.- 8. The Integral Link between Islamic Education and Religious Education: A Bonhoeffer Reflection on the Urgent Task of Countering Jihadist Pedagogy;
Terence Lovat.- 9. Testing the contact hypothesis in interfaith encounters: Personal friendships with Sikhs countering anti-Sikh attitudes?;
Ursula Mc Kenna and Leslie Francis.- 10. “I am Human; Nothing Human is Alien to Me”: Countering the Fear of Contamination and Resistance to Education in a Post Modern Climate;
Stephanie Lovett.-
Part III: Critical Thinking, Social Justice and Liberal Autocracy .- 11. Critical thinking in Islamic Education: its Meaning and Possible Implications;
Najwan Saada.- 12. Muslim education and claims of justice in a Global Post Modern World;
Yusef Waghid.- 13. The Totalitarian Imagination Revisited: Liberal Autocracy and Religious Education;
Liam Gearon.
Part IV: Spirituality, Prayer and Affective Learning .- 14. Prayer in Schools: In Search of a New Paradigm;
J. Stern and E. Kohn.- 15. The Holocaust as a source of spirituality among adolescents in Israel in a post modern era;
Zehavit Gross.- 16. Religious education for the Mexican immigrant community in Albuquerque: The vital role of compassion;
Richard Kitchen.
Om författaren
Professor Zehavit Gross is the dean of Faculty of Education at Bar Ilan University in Israel. She is the Head of Graduate Program of Management and Development in Informal Education Systems and holds the position of UNESCO Chair in Education for Human Values, Tolerance Democracy and Peace and is the Head of the Sal Van Gelder Center for Holocaust Instruction & Research, Faculty of Education Bar-Ilan University. She was the past President of the Israeli Society for Comparative Education (ICES). In 2016, she was invited to the United Nations to participate and give an address in a special discussion on the future of Holocaust Education all over the world. Her main areas of specialization are peace education, interfaith and religious education and Holocaust education. Her research focuses mainly on socialization processes (religious, secular, feminine and civic) among adolescents. She is currently involved in four international research projects and is Honorary Research Associate at the University of Sydney (NSW). She is the recipient of the 2016 Ursula Thrush Peace Seed Award of the American Montessori Society (AMS) and a research fellow at the The Harry S. Truman Research Institute for the Advancement of Peace in the Hebrew University in Jerusalem. She is also the recipient of the 2017 Distinguished Scholar Award from the Religion& Education SIG at the American Education Research Association (AERA). She is the co- editor of the International Age Publishing (IAP) book series on Intercultural Education and International Perspectives. She has won an award (2018) from the Israeli Science Foundation (ISF) to conduct a research on The Construction of a Reflective Culture of Remembrance among Arab and Jewish Students in Israel .She is also the recipient of the Good Work Award (2017) from the Association of Moral Education (AME) and the 2019 Rector award of the Israeli Good Hope for an outstanding research project with practical implications on her special program on conflict management between Palestinian and Jewish students in higher education in Israel. She won recently (2020) the Israeli Hope in Higher Education Award from Ben Gurion University. Her latest publication is Migrants and Comparative Education: Call to Re/Engagement (Brill/Sense, 2020) , Her book together with Prof. Suzanne Rutland entitled: Special Religious Education in Australia and Its Value to Contemporary Society was published by SPRINGER in 2021. She is the recipient of the 2022 NSW Premier Award for Outstanding Contribution to Religious Education in Australia both in Theory and Practice.
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