Policies and Politics of Teaching Religion
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.
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