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Religions
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Religions and Intercultural Education
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Religions and Intercultural Education

A special issue of Religions (ISSN 2077-1444). This special issue belongs to the section "Religions and Humanities/Philosophies".

Deadline for manuscript submissions: closed (15 June 2022) | Viewed by 15110

Special Issue Editors

Prof. Dr. Geir Skeie

E-Mail Website
Guest Editor
Faculty of Arts and Education, Department of Cultural Studies and Languages, University of Stavanger, 4036 Stavanger, Norway
Interests: religion and education; diversity; inclusion
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Øystein Lund Johannessen

E-Mail Website
Guest Editor
Faculty of Theology, VID Specialized University, 4024 Stavanger, Norway
Interests: action research; education and development; intercultural education; interreligious dialogue; KRLE; religious education; intercultural competence

Special Issue Information

Dear Colleagues,

This Special Issue of Religions will focus on religious education and intercultural education. Today, religious education in most countries addresses issues of cultural diversity, irrespective of whether the country in question has a confessional religious education system or not. One reason for this is the ambitions of inclusive education. On the other hand, the research field of intercultural education has not always been too interested in religions and worldviews, let alone religious education. Still, there are signs of this changing, partly as a result of Robert Jacksons work with ‘Signposts’ within the Council of Europe (2014).

We invite researchers who are interested in the interface between the two to submit articles for this special issue. Both theoretical articles, systematic reviews and empirical studies are welcomed. We are particularly, but not solely interested in articles dealing with the following questions:

1) What is the contribution of religious education to intercultural education?

2) How can intercultural education be seen as part of the religious education classroom?

3) Why and how is intercultural competence relevant for teaching and learning in religious education?

4) How can education be more inclusive by drawing on intercultural education and religious education?   

We welcome preliminary submissions of proposals for articles (up to 300 words) and will provide feedback and suggestions.  Please kindly submit your abstract to the special issue by 27 January, 2022.

Prof. Dr. Geir Skeie
Prof. Dr. Øystein Lund Johannessen
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Religions is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • intercultural education
  • religious education
  • teaching
  • learning
  • inclusion
  • diversity

Published Papers (7 papers)

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Research

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27 pages, 541 KiB  
Article
The Use of Religious Signs in Schools in Germany, France, England and Spain: The Islamic Veil
by Vicente Llorent-Bedmar, Lucía Torres-Zaragoza and Encarnación Sánchez-Lissen
Religions 2023, 14(1), 101; https://doi.org/10.3390/rel14010101 - 11 Jan 2023
Cited by 3 | Viewed by 3071
Abstract
The use of religious signs in schools, as in other areas of the public sphere, is a current topic, given that legislative changes are constantly taking place. In countries as close as Germany, France, England and Spain, the legislation governing the wearing of [...] Read more.
The use of religious signs in schools, as in other areas of the public sphere, is a current topic, given that legislative changes are constantly taking place. In countries as close as Germany, France, England and Spain, the legislation governing the wearing of the Islamic veil differs considerably due to their different historical, cultural, social, economic and idiosyncratic contexts. Leaving aside the ethnocentric perspective, in this paper a comparative study of the situation was carried out in these four countries. The main results include a negative attitude towards the wearing of the Islamic veil in France as opposed to a more tolerant position in England and Spain. In the case of Germany, there is a greater diversity of positions due to the characteristic autonomy of each federal state. Given the different types of veils, the reasons for wearing them, the traditions of each society and regional idiosyncrasies, it is considered that, a priori, there should not be a fight against its use, although it is recommended to adopt a belligerent stance against its imposition. Full article
(This article belongs to the Special Issue Religions and Intercultural Education)
13 pages, 255 KiB  
Article
Religious Education and Comparative Theology: Creating Common Ground for Intercultural Encounters
by Bert Roebben and Klaus von Stosch
Religions 2022, 13(11), 1014; https://doi.org/10.3390/rel13111014 - 26 Oct 2022
Viewed by 2305
Abstract
In this paper, a conversation is initiated about the relationship between religious education (RE) and comparative theology (CT). It is the first time that these are both addressed explicitly in an international academic discourse. The authors are colleagues in a university setting of [...] Read more.
In this paper, a conversation is initiated about the relationship between religious education (RE) and comparative theology (CT). It is the first time that these are both addressed explicitly in an international academic discourse. The authors are colleagues in a university setting of RE teacher education and are both involved in local RE research programs. Our approach is theological, and our shared interest is the existential lifeworld of children and young people. Firstly, we wish to bring RE and CT into conversation with each other, based on five common characteristics. Secondly, we describe how this conversation can possibly stimulate discussion on new pathways of intercultural encounters in the RE classroom, and this not only from a German (mainly confessional) perspective but also in light of other forms of non-confessional RE. After a (1) contextualization of RE in Germany, the authors describe (2) five central features of contemporary RE, followed by (3) five CT observations, connecting to these features. In (4), the relationship between the two is discussed as common ground for intercultural encounters and as a promising praxis and research field awaiting further development. Full article
(This article belongs to the Special Issue Religions and Intercultural Education)
10 pages, 245 KiB  
Article
Nurturing Intercultural Theological Education towards Social Justice Ideals in South Africa
by Marilyn Naidoo
Religions 2022, 13(9), 830; https://doi.org/10.3390/rel13090830 - 06 Sep 2022
Cited by 1 | Viewed by 1281
Abstract
Post-apartheid South Africa, almost three decades into the democracy, is a society in crisis, facing burgeoning economic and social challenges. Religion is seen as a potential force in supporting social cohesion and nation building. Theological education in its handling of diversity and decoloniality [...] Read more.
Post-apartheid South Africa, almost three decades into the democracy, is a society in crisis, facing burgeoning economic and social challenges. Religion is seen as a potential force in supporting social cohesion and nation building. Theological education in its handling of diversity and decoloniality reveals complicity and avoidance. A significant task is to embrace the ‘other’ and to affirm the equality and dignity of all people, bearing in mind there is sufficient theological impetus for this. A key question for this study is how theological education can engage in an intercultural ideal towards authentic participation in the development of society. This article reveals the resources and process of embodied formative education within a mediated learning environment to create a hospitable space for learning about differences. It also allows for antiracist pedagogies to be realised within this safer community. Attention is also given to on how epistemological justice and decolonisation is engaged, envisioning a less domineering approach to theological education that makes space for other voices. This contextual case study affirms African identity, revealing humanising education that can support political change at an interpersonal level, as well as at a geo-political level, in its decolonial agenda of creating an engagement of equals. Full article
(This article belongs to the Special Issue Religions and Intercultural Education)
22 pages, 565 KiB  
Article
Measuring the Level of Intercultural Competence (IC) among Muslim Religious Leaders in Sri Lanka
by Mohammad Ismath Ramzy, Mohammed Salem Alshighaybi and Mohamed Rislan
Religions 2022, 13(9), 800; https://doi.org/10.3390/rel13090800 - 30 Aug 2022
Viewed by 1859
Abstract
As far as the religious leaders are influential in Sri Lankan society, their intercultural competence (IC) level matters for social harmony in the country. The existing literature found a lack of IC among religious leaders and highlighted their damaging role in a long [...] Read more.
As far as the religious leaders are influential in Sri Lankan society, their intercultural competence (IC) level matters for social harmony in the country. The existing literature found a lack of IC among religious leaders and highlighted their damaging role in a long history of ethnic violence in Sri Lanka. Referring to the 2019 easter attack, some social activists questioned the level of IC of Muslim religious leaders and the relevance of madrasa education. This research, therefore, evaluates the level of IC among the graduates of Sri Lankan madrasas. For this purpose, the Developmental Model of Intercultural Sensitivity (DMIS) was adopted. This study used a mixed method of data collection. A quantitative research instrument was administered among 26 madrasa alumni, and only 101 Muslim religious leaders responded. Out of the total participants, 72 (71.3%) were males and 29 (28.7%) were females. In the qualitative approach, 06 Madrasa principles accepted the invitation to the interview. They shared information about the curriculum, madrasa environment, institution policy, and their experience in dealing with issues of IC. This research found ‘minimization level or third level of IC in DMIS among all participants.’ A total of 65% of participants obtained acceptance and adaptation levels of IC. Since these madrasas have no other means except Islamic religious courses to develop this level of IC, researchers concluded that the religious education in Sri Lankan madrasas does not oppose multiculturalism. Furthermore, Islamic religious education can potentially develop IC among Muslim religious leaders. Since this research was conducted among Muslim religious leaders who graduated more than ten years ago, research is needed to ensure the current situation. Full article
(This article belongs to the Special Issue Religions and Intercultural Education)
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13 pages, 301 KiB  
Article
A Proposal to Incorporate Experiential Education in Non-Confessional, Intercultural Religious Education: Reflections from and on the Norwegian Context
by Thor-André Skrefsrud
Religions 2022, 13(8), 727; https://doi.org/10.3390/rel13080727 - 10 Aug 2022
Cited by 2 | Viewed by 2106
Abstract
In Norway, religious education (RE) is a non-confessional and common core subject that should be taught in an objective, critical, and pluralistic manner. As a primary school subject, students learn about a variety of religions and worldviews together in the same classroom. The [...] Read more.
In Norway, religious education (RE) is a non-confessional and common core subject that should be taught in an objective, critical, and pluralistic manner. As a primary school subject, students learn about a variety of religions and worldviews together in the same classroom. The inclusive framing intends to provide an intercultural space in which the students can enhance their understandings of the beliefs of people whose worldviews differ from their own. Consequently, the subject has privileged an outsider approach, wherein students should learn about religion in a non-partial way, that is, not from religion. However, the claim for objective, critical, and pluralistic teaching still calls into question the role of learning from religions. First, an outsider approach has been criticized for promoting a dated view on learning, ignoring pedagogical knowledge on how students learn. Second, the latest national curriculum states that RE should not only provide students with in-depth knowledge about world religions, but also foster personalized learning experiences. Against this background, the paper asks how the concept of experiential learning in the tradition of Freire, Dewey, and Vygotsky invites a reflection on the ways by which the Norwegian RE subject is passed on most meaningfully in a diverse learning context. Full article
(This article belongs to the Special Issue Religions and Intercultural Education)
21 pages, 335 KiB  
Article
Interculturalizing Religious Education—Mission Completed?
by Erna Zonne-Gätjens
Religions 2022, 13(7), 653; https://doi.org/10.3390/rel13070653 - 15 Jul 2022
Cited by 3 | Viewed by 1498
Abstract
In 1996 the German Länder started the ‘mission’ to interculturalize all subjects, including religious education (RE). Interculturalizing also applies for RE taught in conformity with the oldest model for RE. In so-called ‘confessional RE’ at state schools, it is the Catholic teacher who [...] Read more.
In 1996 the German Länder started the ‘mission’ to interculturalize all subjects, including religious education (RE). Interculturalizing also applies for RE taught in conformity with the oldest model for RE. In so-called ‘confessional RE’ at state schools, it is the Catholic teacher who teaches children of several classes of the same year in one denominational RE group. The Protestant teacher teaches children whose parents ticked off “Protestant RE”. How this model came into existence is displayed in a historical introduction of this chapter. However, a newer model called ‘cooperative RE’ is gaining popularity. In various schools there is ecumenical education by both Catholic and Protestant staff or multireligious education by Jewish, Christian, or Muslim teachers. New publications on this latter model have a focus on organizational matters, but also shed a light on interreligious learning. However, in this chapter the focus is on how intercultural issues are dealt with in the classroom within the first model. After all, confessional RE is still the standard and most common model in Germany. Therefore, this article will focus on Protestant confessional RE that is not organized in cooperation with Islamic, Jewish, or Catholic colleagues. Full article
(This article belongs to the Special Issue Religions and Intercultural Education)

Review

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22 pages, 350 KiB  
Review
50 Years of Criticizing Religion: A Historical Overview of Norwegian Religious Education
by Sebastian Tjelle Jarmer
Religions 2022, 13(9), 781; https://doi.org/10.3390/rel13090781 - 25 Aug 2022
Viewed by 1985
Abstract
The critique of religion is hotly debated in contemporary media, legal and educational discourses. This review takes almost 50 years (1976–2022) of Norwegian research on the critique of religion in religious education as a point of departure to highlight how the discourse on [...] Read more.
The critique of religion is hotly debated in contemporary media, legal and educational discourses. This review takes almost 50 years (1976–2022) of Norwegian research on the critique of religion in religious education as a point of departure to highlight how the discourse on the critique of religion is negotiated and represented. The review showcases the intimate connection between historical contexts and discursive repertoires through historical and critical discourse analysis. The analysis showcases that the discourse on the critique of religion is dynamic and diverse—starting mainly to appear through theological discourses referencing internal and hermeneutical critique before developing into more diverse discourses emanating from multiple actors and genres centered around critical thinking, source-evaluation, intercultural competence, and negative criticism of religion. Full article
(This article belongs to the Special Issue Religions and Intercultural Education)
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