Policies and Politics of Teaching Religion

doi:10.5771/9783845251158

Policies and Politics of Teaching Religion

Reihe: Studien zu Ethnizität, Religion und Demokratie

Band 16 1. Auflage 2013

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doi.org/10.5771/9783845251158
ISBN print: 978-3-8487-0940-3
ISBN online: 978-3-8452-5115-8
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Zusammenfassung

Die Rolle von Religion und Religionsgemeinschaften ist in vielen Staaten umstritten, besonders häufig in überwiegend muslimischen Staaten, aber auch in Europa. Gegenstand von Auseinandersetzungen ist nicht zuletzt der Religionsunterricht.

Was sind seine rechtlichen Grundlagen, in welchen Institutionen wird er erteilt, wer bestimmt die Lehrpläne, wer bildet die Lehrer aus, welche Wirksamkeit hat er? Suchen Staaten ihn zur Stärkung ihrer Legitimität zu nutzen oder gesellschaftliche Kräfte durch ihn Einfluss auf staatliche Politik zu gewinnen? Löst er Konflikte aus, verstärkt oder mildert er sie?

Diese Fragen werden an den Fällen Afghanistans, Ägyptens, Bosnien-Herzegowinas, Deutschlands, Frankreichs, Großbritanniens, Mazedoniens, des Libanon, Indiens, Indonesiens, Israels, Tunesiens und der Türkei untersucht. Der Vergleich der Studien zeigt Gemeinsamkeiten der Problem- und Konfliktmuster auf, aber auch Lücken im gesicherten Forschungsstand und damit Desiderate für weitere Forschung.

Abstract

In many states the role of religion and religious communities is controversial. While this is particularly true of predominantly Muslim countries, it also holds for Europe. The controversy revolves not least around the issue of religious instruction.

What is the legal basis of religious instruction, in which institutions does it take place, who draws up the curricula, who trains the teachers, and what is its impact? Do states seek to instrumentalise it to strengthen their legitimacy; do societal forces use it to influence government policies? Does it trigger, deepen or reduce conflict?

These questions are examined in case studies of Afghanistan, Bosnia-Herzegovina, Egypt, France, Germany, India, Indonesia, Israel, Lebanon, Macedonia, Tunisia, Turkey and the UK. A comparison of the case studies reveals commonalities in the pattern of problems and conflicts, but also gaps in the state of our knowledge, and, hence, the need for further research.

Kapitel Ausklappen | EinklappenAutorenSeiten
1–6 Titelei/Inhaltsverzeichnis 1–6
7–8 Introduction Theodor Hanf, Karim El Mufti Theodor Hanf, Karim El Mufti 7–8
9–10 Teaching Religion, not Violence. Keynote Hisham Nashabe Hisham Nashabe 9–10
11–18 Religious Education and/or the Making of a Citizen. The Case of Lebanon Karim El Mufti Karim El Mufti 11–18
19–36 Teaching Religion in Egypt and Tunisia. A Challenge to Citizenship Education Muhammad Faour Muhammad Faour 19–36
37–58 Capitalizing on Inequality? Religious Schools in Turkey and Israel Annalena di Giovanni Annalena di Giovanni 37–58
59–66 Teaching Religion in a Multinational State. The Case of Bosnia-Herzegovina Karim El Mufti Karim El Mufti 59–66
67–86 State-Building and Religious Education in the Former Yugoslav Republic of Macedonia Giuditta Fontana Giuditta Fontana 67–86
87–98 A Review of Religion in the British Education System Kelsey Shanks Kelsey Shanks 87–98
99–108 Teaching About Religion in a Spirit of Laïcité. The Case of France Anne Françoise Weber Anne Françoise Weber 99–108
109–124 Teaching Religion in Germany Karl Schmitt Karl Schmitt 109–124
125–142 Madrasa Education in Afghanistan. Between Reform and Militancy Rüdiger Blumör Rüdiger Blumör 125–142
143–150 Policies and Politics of Teaching Religion in India Shreya Parikh Shreya Parikh 143–150
151–154 What We Know – and What We Don’t. An Epilogue Theodor Hanf Theodor Hanf 151–154
155–160 Authors 155–160

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