Policies and politics of teaching religion. 1. ed.

Sonst. Personen	Hanf, Theodor (Hrsg.); El Mufti, Karim (Hrsg.)
Titel	Policies and politics of teaching religion. 1. ed.
Quelle	Baden-Baden: Nomos (2014), 160 S.Verfügbarkeit
Reihe	Studien zu Ethnizität, Religion und Demokratie. 16
Beigaben	grafische Darstellungen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	3-8487-0940-6; 978-3-8487-0940-3
Schlagwörter	Bildung; Staatsbürgerliche Erziehung; Konflikt; Sozialisation; Ägypten; Afghanistan; Bildung; Bildungspolitik; Bildungsrecht; Curriculum; Deutschland; Frankreich; Großbritannien; Indien; Israel; Konflikt; Libanon; Religion; Religionsunterricht; Bildungssystem; Sozialisation; Staat; Türkei; Tunesien; Verfassungsrecht; Bildungssystem; Bosnien-Herzegowina; Bildungspolitik; Internationaler Vergleich; Bildungseinrichtung; Ungleichheit; Bildungsrecht; Konfessionsschule; Curriculum; Ungleichheit; Religionsunterricht; Staat; Verfassungsrecht; Wertevermittlung; Religion; Internationaler Vergleich; Bildungseinrichtung; Afghanistan; Bosnien-Herzegowina; Deutschland; Frankreich; Großbritannien; Indien; Israel; Libanon; Nordmazedonien; Tunesien; Türkei; Ägypten
Abstract	The cases presented in this volume include Afghanistan, Bosnia-Herzegovina, Egypt, France, Germany, India, Indonesia, Israel, Lebanon, Macedonia, Tunisia, Turkey and the United Kingdom. The authors have been invited to address a number of issues, starting with the legal framework, such as the constitution and laws, which determines both the relationship between state and religion and the legal basis for religious and civic instruction. In the latter instance, particular attention will be given to whether religious instruction involves instruction about religion or in religion. Second, the studies examine the institutions in charge of religious and civic instruction - ministries, religious communities and state and non-state schools - so as to establish where responsibility for drawing up curricula and appointing teachers lies. Third, an analysis of curricula focuses on the value concepts of religion, state and society that they communicate. The fourth point is to determine whether data are available on the effectiveness of teaching as a means of socialisation in the case-study countries. The last point of investigation is whether religious instruction is a source of political conflict and, if so, what are the opposing positions and who represents them. Finally, on the basis of these comparative case studies an attempt will be made to identify on the one hand similarities that suggest some tentative generalisations and on the other issues for which reliable empirical evidence is lacking - an invitation to further research. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2014/2