Issues in religion and education [electronic resource] : whose religion? / edited by Lori G. Beaman, Leo Van Arragon.
Material type:
TextSeries: International studies in religion and society: v. 25.Publisher: Leiden ; Boston : Koninklijke Brill, c2015Description: 1 online resource (xvi, 388 p.) : illISBN: 900428981X; 9789004289819Subject(s): Religion in the public schools | Religion in the public schoolsGenre/Form: Electronic books.Additional physical formats: Print version:: Issues in religion and education. Whose religion?DDC classification: 379.28 LOC classification: LC107 | .I87 2015Online resources: Click here to access online Summary: Issues in religion and education, Whose religion?' is a contribution to the dynamic and evolving global debates about the role of religion in public education. This volume provides a cross-section of the debates over religion, its role in public education and the theoretical and political conundrums associated with resolutions. The chapters reflect the contested nature of the role of religion in public education around the world and explore some of the issues mentioned from perspectives reflecting the diverse contexts in which the authors are situated. The differences among the chapters reflect some of the particular ways in which various jurisdictions have come to see the problem and how they have addressed religious diversity in public education in the context of their own histories and politics.
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Includes bibliographical references and index.
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Issues in religion and education, Whose religion?' is a contribution to the dynamic and evolving global debates about the role of religion in public education. This volume provides a cross-section of the debates over religion, its role in public education and the theoretical and political conundrums associated with resolutions. The chapters reflect the contested nature of the role of religion in public education around the world and explore some of the issues mentioned from perspectives reflecting the diverse contexts in which the authors are situated. The differences among the chapters reflect some of the particular ways in which various jurisdictions have come to see the problem and how they have addressed religious diversity in public education in the context of their own histories and politics.