Deconfessionalising RE in Pillarised Education Systems: A Case Study of Belgium and the Netherlands

Autor/inn/en	Franken, Leni; Vermeer, Paul
Titel	Deconfessionalising RE in Pillarised Education Systems: A Case Study of Belgium and the Netherlands
Quelle	In: British Journal of Religious Education, 41 (2019) 3, S.272-285 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-6200
DOI	10.1080/01416200.2017.1405792
Schlagwörter	Religious Education; Cross Cultural Studies; Foreign Countries; Cultural Pluralism; Freedom; Religion; Teaching Methods; Religious Factors; Social Class; Catholics; Churches; Ethics; Judaism; Islam; Protestants; Christianity; Educational Environment; Catholic Schools; Educational History; Political Attitudes; Educational Policy; Elementary Secondary Education; Netherlands; Belgium + Suchen Sie Ihr Suchwort? Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Cultural comparison; Kulturvergleich; Ausland; Kulturpluralismus; Freiheit; Teaching method; Lehrmethode; Unterrichtsmethode; Social classes; Soziale Klasse; Katholik; Church; Kirche; Ethik; Judaismus; Protestantism; Protestantismus; Christentum; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Katholische Schule; History of education; Bildungsgeschichte; Political attitude; Politische Einstellung; Politics of education; Bildungspolitik; Niederlande; Belgien
Abstract	This article reflects on the place of RE in a pillarised education context, taking into account the fact of religious diversity and pluralisation among the school population on the one hand, and the freedom of religion and education of faith-based schools on the other. Particular attention will be given to Belgium and the Netherlands, which do not only have a comparable pillarised education model, but also have a quite similar religious landscape. After a brief historical sketch of the educational systems in both nations, attention will be given to the present situation and to the challenges of religious diversity and secularism in faith-based schools. In order to meet these challenges, recent developments concerning RE in Belgium and the Netherlands are discussed. In conclusion, we will outline some suggestions for the future of RE in faith-based schools in a pillarised education context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01