From indifferences to dialogue? Estonian young people, the school and religious diversity.

Autor/in	Schihalejev, Olga
Titel	From indifferences to dialogue? Estonian young people, the school and religious diversity. Gefälligkeitsübersetzung: Von der Indifferenz zum Dialog? Estländische Jugendliche, Schule und religiöse Vielfalt.
Quelle	Münster: Waxmann (2010), 262 S.Verfügbarkeit
Reihe	Religious diversity and education in Europe. 19
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	978-3-8309-2288-9
Schlagwörter	Erziehung; Sozialer Faktor; Einstellung (Psy); Kommunikation; Lehrer; Schüler; Schülerin; Interaktion; Toleranz; Weltbild; Nachfolgestaat; Nachsozialistische Gesellschaft; Religionsunterricht; Glaube; Religion; Religiosität; Dialog; Jugendlicher; Baltikum; Estland; Sowjetunion
Abstract	"This case study contributes to discussions about religious education and its relation to young people's concerns and to social cohesion in Estonia. However, the book also makes an important contribution to the international debate about religions and education. It brings together empirical studies conducted in Estonia in the framework of a major European project, REDCo (Religion in Education: A contribution to Dialogue or a factor of Conflict in transforming societies of European Countries?) setting the research in the context of wider international debates. The mixed methods research investigates the attitudes of 14-16 years old Estonians towards religion and religious diversity, exploring their views on the rote of the school in promoting dialogue and tolerance among representatives of different worldviews, and establishing the ways in which their experience of religious education affects their views on these issues. The author draws on three of her empirical studies, each utilising a different methodology. The qualitative and the quantitative studies investigate students' attitudes to religion and religious diversity, while two contrasting classroom-based studies of religious education explore patterns of interaction, both using video-ethnography and incident-analysis respectively to collect and interpret the data. Grounded in the findings of the empirical studies, the author explores dialogical pedagogies for nonconfessional approaches to religious education and discusses policies for strengthening active tolerance in the school context." (author's abstract).
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2011/1