Thematische Bibliographien / Religion in education

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Auswahl der wissenschaftlichen Literatur zum Thema „Religion in education“

Autor: Grafiati

Veröffentlicht am 25. Juni 2021

Zuletzt aktualisiert am 3. Februar 2022

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Zeitschriftenartikel zum Thema "Religion in education"

Laughlin, Jack, and Kornel Zathureczky. "Religion, Education, and Law." Journal of Law, Religion and State 5, no. 2 (2017): 148–73. http://dx.doi.org/10.1163/22124810-00502003.

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Religion and state, more specifically religion and law, and religion and education are sub-fields that have received considerable scholarly attention. The interstices between these fields have been much less scrutinized, although it is within these spaces where the particular normativities produced and managed by state, law, and religion can be critically assessed, and where the nature of their interaction can be evaluated. We examine the intersecting normativities of religion with the secular public sphere, with education, and with the law, and their discursive fields with respect to the Programme d’Éthique et culture religieuse (ECR) of the Québec Ministry of Education. The distinct interests associated with these discursive fields meet at bases of common concern: religious pluralism, accommodation, and social cohesion. A common discourse emerges here that is informed by what critics identify as the World Religions Paradigm (WRP). Rather than examine the ECR simply with respect to its dependence on the WRP, we show how the discourses of the general public, education, and law in Québec and Canada meet to reinforce the WRP to produce a singular normativity that determines the shape of public discourses and representations of religion. In its effort to manage religious freedom and promote multiculturalism, the state (legislatively, legally, and educationally) generates the concrete terms by which citizens are to enact both. The logic of the overlapping normativities in the management of religious freedom and promotion of religious pluralism by the state creates the concrete terms by which religious identity and citizenship are defined.

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Poliakov, Nikolay, та Olga Mikhelson. "Barnes, L.Ph. (2014) Education, Religion and Diversity. Developing a New Model of Religious Education. New York: Routledge. — 280 р." State Religion and Church in Russia and Worldwide 35, № 4 (2017): 308–14. http://dx.doi.org/10.22394/2073-7203-2017-35-4-308-314.

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Illicachi Guzñay, Juan. "Religion, education and subjectivities." Alteridad 9, no. 2 (2014): 118–30. http://dx.doi.org/10.17163/.alt.v9n2.2014.03.

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Kjeldsen, Karna. "A study-of-Religion(s)-Based Religion Education: Skills, Knowledge, and Aims." Center for Educational Policy Studies Journal 9, no. 4 (2019): 11–29. http://dx.doi.org/10.26529/cepsj.678.

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Different approaches to religion education have been in place for a long time or developed more recently to meet growing religious and cultural plurality in European countries and schools. In this article, I summarise and discuss basic principles for a study-of-religion(s) approach to religion education, adding arguments and perspectives from critical theories about education in general. I shall also argue that national curricula for, respectively, religion education in Sweden and History in Denmark indicate that analytical-critical skills can be a central part of religion education in elementary and lower secondary public schools. The structure of the article is based on a modified version of the ‘map of history’ developed by the scholar of education and history education Rosie Turner-Bisset who has formulated principles for teaching History in primary schools. The model will be used as a framework, for systematising and discussing key principles of a study-of-religions approach to religion education with reference to three categories: 1) attitudes, 2) skills and concepts, and 3) knowledge.

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Gearon, Liam Francis. "Religion, Education, Security." Religions 10, no. 5 (2019): 330. http://dx.doi.org/10.3390/rel10050330.

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On first glance the politicization and securitization of religion may seem remote from education. A second look reveals widespread international initiatives aimed at the uses of education precisely for political and security purposes, notably in the countering of terrorism, violent extremism and ideologies opposed to liberal democratic values. This editorial presents a critical framing on how scholars from a range of interrelated disciplines analyze the interface of religion, education and security. The purpose of this Special Issue is thus critically to engage scholars across religious studies and theology, politics and international relations, security and intelligence studies, to explore through empirical evidence and reasoned argument the role here for religion in education. The volume aims to make some ground-breaking cross-disciplinary theoretical advances and methodological innovations not simply to further debate but to provide the tools for asking new questions and opening new pathways and frameworks for exploring the critical interface of religion, education and security.

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Leonov, Yu G. "Religion-science-education." Herald of the Russian Academy of Sciences 81, no. 2 (2011): 157–67. http://dx.doi.org/10.1134/s1019331611020080.

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Glaeser, Edward L., and Bruce I. Sacerdote. "Education and Religion." Journal of Human Capital 2, no. 2 (2008): 188–215. http://dx.doi.org/10.1086/590413.

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Alberts, Wanda. "Religious Education as Small ‘i’ Indoctrination: How European Countries Struggle with a Secular Approach to Religion in Schools." Center for Educational Policy Studies Journal 9, no. 4 (2019): 53–72. http://dx.doi.org/10.26529/cepsj.688.

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This article critically reviews the European religious education landscape and argues that a religious notion of religion prevails in most models, not only in confessional RE but also in integrative models and even in so-called alternative subjects that are compulsory for pupils who do not take part in confessional RE. Thus, schools in Europe provide hardly any chance for pupils to acquire a secular perspective on religion and religious diversity, based on a non-theological study of religion. Furthermore, the explicitly or implicitly religious character, particularly of integrative approaches or obligatory alternative subjects to confessional RE, is frequently hidden or played down. Building on analyses of separative (Germany) and integrative (Norway, England) models of RE, the article argues that carefully distinguishing between religious and secular approaches to religion in school is a serious human right’s issue, not least because only secular approaches may be compulsory. The predominant religious framing of religion – that is always linked to confirming the exceptional position of Christianity among the religions in RE – in combination with an actual lack of secular alternatives creates a climate of what may be called ‘small ‘i’ indoctrination’, i.e., an unquestioned discursive hegemony of a particular (Christian) notion of religion as a frame of reference for almost all education about religion, which is, furthermore, often represented as if it constituted not a particular religious view of religion, but a kind of universal perspective on religion. This results in highly problematic conceptualisations, both of religion in general and individual religions – most visibly in stereotyping ‘other’ religions, that are not complemented with an unbiased secular perspective. Thus, the subject matter religion is widely exempted from the secular approach to education in European schools, while a particular religious perspective on religion is promoted, even in models that are designed for all pupils of a religiously heterogeneous class.

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Tayob, Abdulkader. "Religion as Culture and Text." Religion & Theology 23, no. 3-4 (2016): 403–18. http://dx.doi.org/10.1163/15743012-02303007.

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Professors David Chidester and Cornelia Roux support the new policy on religion education promulgated in 2003 that emphasises the value of exposing learners to the diversity of religious traditions in the country. In this essay, I identify the frameworks they adopt for the study of religions, and argue that they be further developed for the religion education classroom. I propose that both dynamic discursive traditions (Chidester) and texts (content) (Roux) provide key frameworks for religion education. Discursive traditions open the door to a critical and contextual appreciation of religions that is open to change, renewal and innovation. I do not support the hermeneutical preoccupation of Roux, but find her emphasis on the texts and content of religions useful for thinking about the semiotics of religious traditions on self, society and the world. I provide the justification for these frameworks from reflections in the study of religions.

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de Souza, Marian. "Issues in Religion and Education: Whose Religion?" Journal of Contemporary Religion 32, no. 3 (2017): 523–25. http://dx.doi.org/10.1080/13537903.2017.1363472.

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Dissertationen zum Thema "Religion in education"

Mndende, Nokuzola. "African religion and religion education." Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/13864.

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Bibliography: leaves 124-129. The concept of religion in South Africa has been distorted by religious and racial prejuidices. This problem is particularly evident in public schools South African schools have taught Christianity as the only authentic religion, in fact as the only truth. Black parents have not been given a choice of religion for their children. The white government has decided for them Based on the assumption that Christianity is the only legitimate religion, the state has suppressed African indigenous religion at every level of society, but especially in the schools. The thesis examines the indigenous beliefs and practices of the black people in South Africa which were suppressed by Western culture and Christianity. It reveals all the distortions about African Religion by the outside researchers in order to uproot the black people from their way of life so as to colonise them. As a result all the black children are taught to regard Christianity as a "Religion" and their own religion as "culture", the implication being that blacks had no religion until the white man came with Christianity. The thesis also investigates the feelings of the black people about recovering their indigenous religion by having it as a subject in schools. The results reveal that the majority of blacks never dissociated themselves with their religion. Although most are Christians in principle, deep down they practise their own religion. It has also been discovered that there are great lamentations amongst most blacks over the "loss" of some of the indigenous practices. Most have felt alienated from their heritage and identity. It is therefore the interest of the blacks in South Africa that African Religion be taught in schools.

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Teece, Geoffrey. "A religious approach to religious education : the implications of John Hick’s religious interpretation of religion for religious education." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/1103/.

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This thesis is concerned with the question as to how to present the study of religion to students in religious education (RE) in schools that reflects a distinctively religious character but not a confessional one. It recognises that how religion is conceptualised in RE and the search for a distinctive rationale that reflects the subject’s nature and purpose, has been a contested question over the history of the subject in state maintained schools since the Education Act of 1870. More recently, criticism of what has been termed ‘modern liberal RE’ has focused on the claim that, in many instances, the subject has misrepresented religion, by being guilty of essentialism and in denying students opportunities to engage with the ‘truth claims’ of religions. It is within this context that this thesis argues that a nuanced understanding of John Hick’s religious interpretation of religion can positively illuminate these debates by providing a second order explanatory framework for the study of religion in RE.

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Kim, Young-Ho. "People's tradition of religious education /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11169321.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1991. Typescript; issued also on microfilm. Sponsor: Douglas M. Sloan. Dissertation Committee: William B. Kennedy. Includes bibliographical references: (leaf 139-143).

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Martin, Amy. "Does religion buffer cheating?" Thesis, Northern Illinois University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3611371.

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Given the current amount of cheating in our society and more specifically in our schools, the focus of this dissertation was to examine the impact of religiosity on cheating behavior in an academic arena. Additionally social norms and the individual difference variable of self-monitoring were also investigated to determine their impact on cheating behavior. Furthermore, self-regulation was examined to determine if non-cheating high self-monitors deplete more self-regulatory resources than those non-cheating low self-monitors in a cheating situation. Participants completed a religiosity and self-monitoring measure prior to coming into the laboratory. At a date of their choosing, participants completed the laboratory portion of the study. In the laboratory, participants were given a job-competency measure to complete, at which time they were given an opportunity to cheat. The participants completed the job-competency measure alone or in the presence of a confederate. Four different conditions were formed: a control condition, a cheating condition, a passive condition, and an active noncheating condition. It was also in the laboratory that their grip strength was measured. Contrary to expectations, religiosity was not a significant predictor of cheating behavior. However, norms did impact cheating behavior; there was more cheating when the confederate cheated and less cheating when the confederate discouraged cheating behavior. Additionally, there was an impact of self-monitoring in response to the created norms, such that high self-monitors tended to follow the behaviors of the confederates more so than low self-monitors. Contrary to expectations, self-regulatory resources were not significantly impacted for noncheating high self-monitors in a confederate-induced cheating condition.

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Richards, David J. "Predictors of financial health in religious higher education institutions /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3099625.

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Nolan, Elizabeth Helen. "A descriptive study of the curriculum in the field of religion and education offered at selected theological institutions in Canada and the United States /." Access Digital Full Text version, 1986. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11144415.

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Thesis (Ed. D.)--Teachers College, Columbia University, 1986. Typescript; issued also on microfilm. Sponsor: William Bean Kennedy. Dissertation Committee: Douglas M. Sloan. Bibliography: leaves 216-221.

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Ferguson, Rene. "Strategies for teaching religion in colleges of education." Thesis, Stellenbosch : Stellenbosch University, 1999. http://hdl.handle.net/10019.1/51437.

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Thesis (MEd)--Stellenbosch University, 1999. ENGLISH ABSTRACT: The revised norms and standards for teacher education requires an understanding of the beliefs, values and practices of the main religions of South Africa. However, many preservice teachers have emerged from backgrounds of monoreligious education, or from schools where Religious education was discarded from the curriculum. This situation implies that pre-service teachers may lack the knowledge and skills to cope within a religiously pluralist school environment. This study argues therefore that the attitudes and perceptions of pre-service teachers towards Religious education in particular and religions in general will be positively influenced by means of a programme of intervention. The main aim of this study is to examine strategies for teaching religion to pre-service teachers to equip them for the religious and cultural diversity of South African classrooms. F euerstein' s theory of Mediated Learning Experience (MLE) is examined as a vehicle for initiating new and creative ways of thinking about religions. Ten criteria for MLE are implemented within a context of co-operative small group learning on the grounds that learning about religions should take place in a constructivist paradigm. The potential influence of a tutor/mediator on the perceptions and attitudes of pre-service teachers towards religions other than their own is therefore a significant theme in this study. The influence of a programme of intervention on student attitudes towards religion and Religious education was determined within an action-enquiry research model. The empirical research indicates that active participation in the learning process not only enhanced student participants' knowledge and understanding of religious concepts, but also fostered the value of an unbiased, positive approach to the study of religions. AFRIKAANSE OPSOMMING: Hersiende norme en standaarde vir onderwysersopleiding verg 'n kennis van die geloof, waardes en praktyke van die hoof religiee van Suid-Afrika. Nietemin kom baie studentonderwysers uit 'n monoreligieuse opvoedingsagtergrond of van skole waar religieuse onderrig van die kurrikulum verwyder is. Hierdie situasie impliseer dat studentonderwysers nie die nodige kennis dra, of die nodige vaardighede het, om in 'n pluralistiese religieuse skoolomgewing aan te pas nie. Hierdie studie argumenteer dat die houdings en persepsies van studentonderwysers teenoor religieuse onderrig in die besonder en religie in die algemeen positief be"invloed kan word deur middel van 'n intervensieprogram. Die hoofdoel van die studie is om verskillende strategiee in religieuse onderrig VIr studentonderwysers te ondersoek om hulle toe te rus vir die religieuse en kulturele diversiteit in Suid-Afrika. Feuerstein se teorie van Bemiddelde leerervaring (Mediated Learning Experience, MLE) word ondersoek as 'n middel waardeur nuwe kreatiewe denkmetodes oor religie ge"inisieer kan word. Tien kriteria van MLE word ge"implementeer binne 'n konteks van kooperatiewe leergroepe op grond daarvan dat religiee binne 'n konstruktivistiese paradigma moet plaasvind. Die potentiele invloed van die fasiliteerder op die persepsies en houdings van studentonderwysers teenoor ander religiee is dus 'n belangrike tema van die studie. Die invloed van 'n intervensieprogram op studentehoudings teenoor religiee en religieuse onderrig was bepaal deur middel van 'n aksienavraag navorsingsmodel. Die empiriese navorsing motiveer die feit dat aktiewe deelname in die leerproses nie net die deelnemende studentonderwysers se kennis en begrip van religieuse konsepte verdiep het nie, maar ook 'n onbevooroordeelde positiewe benadering tot die studie van religiee gekweek het.

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Potgieter, Sharon Jane. "Pluralism in religion education : a feminist perspective." Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/14345.

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Bibliography: leaves 92-102. The premise throughout this thesis is that religious education at state schools has hopelessly failed. Teachers are generally apathetic and pupils disinterested and bored by a repetitive content which, for the most part, is a duplication of what happens in Sunday school. Christian National education, the dominant ethos and philosophy underlying educational methodology, denies the plurality of the South African society and the plurality within Christianity itself. Calvinism is blithely promoted as normative Christianity while the existence of religions such as African Traditional Religion is denied. The challenge of pluralism in religion education is underlined, in this work, by a feminist analysis which derives from a personal experience. Any black woman of faith experiences a triple oppression it is held. To this end, the effects of racism, sexism and patriarchy is addressed with the view to contribute towards the transformation of the state of both education and religion in the South African context. The argument throughout is that a religion education in schools, which is going to reflect the diversity of our society, has to include in its definition of pluralism, the category of gender. An overview of the state of religion in education serves as an introduction while plurality and the role of the state is defined in chapter one. The point that gender, as a category of plurality, must be consciously included in its definition, if it aims to restore the full humanity of those who have been dispossessed, is promoted. Chapter two focuses on the position of women within religion which has hitherto been a negative one and chapter three shortly attempts to clarify the inherent definitional problem of Religion Education and argues for a recognition and position of African Traditional Religion in the school syllabus. Chapter four focuses on the very important question of language since it is language that constructs our heritage. The symbolic appeals language evokes is further considered and critiqued. The point that masculine language and imagery has to be revised in any pursuit of a just and acceptable religion education is further argued and the implications thereof, set out. Religious texts are appropriated from a feminist perspective in chapter five and traditional theology challenged. Examples as to how to read into the text and to read behind the text, in order to rediscover women's lost history, are given. Texts which are common to the Abrahamic religions are chosen for its accessibility and immediate relevance.

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Kozica, Saida, and Marcus Falk. "Religion Education in the early school years." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31848.

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Vi tycker det här ämnet är viktigt och passar bra in i vår verksamhetsförlagda tid och i vår utbildning som en framtida lärare. Det är viktigt att vi redan i tidig ålder försöker informera våra elever att vi alla som lever i detta samhälle har fler likheter än olikheter och genom att tala kring detta så kan man få bort begreppen vi och de. Rasism är byggd på fördomar, därför tycker vi det är viktigt att man börjar tala kring religion redan tidigt i åldrarna. Vi anser att genom att vi diskuterar olika religioner i klassrummen så skapar eleverna förståelse till dessa religioner, denna förståelse kan vara väldig väsentlig för dem i deras vuxenliv. I detta arbete försöker vi få fram vad elever anser om religion, vad som intresserar dem. Detta gör vi med hjälp av enkäter, vi har valt två olika skolor som skiljer sig både var de ligger och hur mångkulturell skolorna är. Genom enkäterna så tänkte vi försöka få fram likheter och skillnader mellan de. Vi försöker också få fram hur olika lärare arbetar inom religion och hur de försöker integrera det i undervisningen. För att få fram detta resultat har vi valt att användas av intervjuer, där vi har intervjuat lärare på två olika skolor.

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Hossain, Makshuda. "Women’s education, religion and fertility in Bangladesh." Thesis, Stockholms universitet, Sociologiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-148750.

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Bücher zum Thema "Religion in education"

Sacerdote, Bruce. Education and religion. National Bureau of Economic Research, 2001.

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Anih, Stan. Religious ecumenism and education for tolerance. Institute of Ecumenical Education Thinkers Corner, 1992.

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Sacks, Jonathan. Education, values, and religion. Centre for Philosophy and Public Affairs, Univ of St Andrews, 1996.

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Bhavan, Bharatiya Vidya, ed. Education and religion: A critical study. Bharatiya Vidya Bhavan, 2002.

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Schleifer, Michael. Science and religion in education. Detselig Enterprises Ltd., 2009.

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Xälilov, Sälahäddin. East-West--science, education, religion. "Azerbaijan University" Pub. House, 2000.

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Jeynes, William. Religion, education, and academic success. Information Age Pub., 2003.

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Schleifer, Michael. Science and religion in education. Detselig Enterprises Ltd., 2009.

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Spirituality, religion, and peace education. IAP-Information Age Pub., 2010.

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Religion, education, and post-modernity. RoutledgeFalmer, 2004.

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Buchteile zum Thema "Religion in education"

Hull, John M. "Religion, Violence and Religious Education." In International Handbooks of Religion and Education. Springer Netherlands, 2009. http://dx.doi.org/10.1007/1-4020-5246-4_42.

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Haynes, Jeffrey. "Education." In Religion and Development. Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230589568_8.

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Barker, Renae. "Religion and education." In State and Religion. Routledge, 2018. http://dx.doi.org/10.4324/9781315543758-8.

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Mendus, Susan. "Religion And Education." In Religious Tolerance, Education and the Curriculum. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-412-6_1.

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Hyland, Áine, and Brian Bocking. "Religion, Education and Religious Education in Irish Schools." In Boundaries of Religious Freedom: Regulating Religion in Diverse Societies. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32289-6_8.

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McLaughlin, Terence H. "Wittgenstein, Education and Religion." In Philosophy and Education. Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-017-2616-0_11.

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See, Tony Sin-Heng. "Deleuze, Religion and Education." In Encyclopedia of Educational Philosophy and Theory. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_373-1.

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See, Tony Sin-Heng. "Deleuze, Religion, and Education." In Encyclopedia of Educational Philosophy and Theory. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_373.

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Chavura, Stephen A., John Gascoigne, and Ian Tregenza. "Education, religion and citizenship." In Reason, Religion and the Australian Polity. Routledge, 2019. http://dx.doi.org/10.4324/9780429467059-5.

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Wright, Susannah. "Religion, Secularism and Education." In Morality and Citizenship in English Schools. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-39944-1_2.

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Konferenzberichte zum Thema "Religion in education"

Gani, A., Kamran Asat Irsyady, and Ferry Muhammadsyah Siregar. "Religion, Education, and Pluralism." In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.001.

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Bahari, Yohanes. "Response of Students Majoring in Religion toward Religious Tolerance." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007103506500655.

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Bahari, Yohanes. "Response of Students Majoring in Religion Towards Religious Tolerance." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007107008520857.

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Saija, Vica, and Andry Simatauw. "Religious Education Service For Students of Indigenous Religion of Nualu." In Proceedings of the First International Conference on Christian and Inter Religious Studies, ICCIRS 2019, December 11-14 2019, Manado, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.11-12-2019.2302092.

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Halimi, Muhammad. "Religion, Beliefs, and Civic Education." In 2nd Annual Civic Education Conference (ACEC 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200320.090.

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Kosasih, Aceng. "Inter-Religion Harmony." In 1st UPI International Conference on Sociology Education. Atlantis Press, 2016. http://dx.doi.org/10.2991/icse-15.2016.1.

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Kamat, Jeanne Brennan. "Religion and Identity." In 3rd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/iccessh-18.2018.314.

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Siagian, Riris Johanna. "The Understanding of Religion Related to Motivation and Attitude of Religion." In 1st International Conference on Education, Society, Economy, Humanity and Environment (ICESHE 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200311.030.

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Rafiq, Aayesha. "Religion, Women & Hermeneutical Shifts." In International Conference on Social science, Humanities and Education. Acavent, 2018. http://dx.doi.org/10.33422/icshe.2018.12.83.

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al-Fikri, Muchsin, Tatang Sudrajat, and Witri Cahyati. "The Role of Higher Education in the Religion of the Religious Moderation Program." In Brawijaya International Conference on Multidisciplinary Sciences and Technology (BICMST 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201021.061.

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Berichte der Organisationen zum Thema "Religion in education"

Sacerdote, Bruce, and Edward Glaeser. Education and Religion. National Bureau of Economic Research, 2001. http://dx.doi.org/10.3386/w8080.

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Matyok, Thomas G. Religion: A Missing Component of Professional Military Education. Defense Technical Information Center, 2015. http://dx.doi.org/10.21236/ada621430.

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Lavy, Victor, Edith Sand, and Moses Shayo. The Surprisingly Small Effects of Religion-Based Discrimination in Education. National Bureau of Economic Research, 2018. http://dx.doi.org/10.3386/w24922.

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Hungerman, Daniel. The Effect of Education on Religion: Evidence from Compulsory Schooling Laws. National Bureau of Economic Research, 2011. http://dx.doi.org/10.3386/w16973.

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Mocan, Naci, and Luiza Pogorelova. Compulsory Schooling Laws and Formation of Beliefs: Education, Religion and Superstition. National Bureau of Economic Research, 2014. http://dx.doi.org/10.3386/w20557.

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Carlton, Dennis, and Avi Weiss. The Economics of Religion, Jewish Survival and Jewish Attitudes Toward Competition in Torah Education. National Bureau of Economic Research, 2000. http://dx.doi.org/10.3386/w7863.

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Thurston, Alexander. Campuses and Conflict in the Lake Chad Basin: Violent Extremism and the Politics of Religion in Higher Education. RESOLVE Network, 2018. http://dx.doi.org/10.37805/lcb2018.1.

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Alesina, Alberto, Sebastian Hohmann, Stelios Michalopoulos, and Elias Papaioannou. Religion and Educational Mobility in Africa. National Bureau of Economic Research, 2020. http://dx.doi.org/10.3386/w28270.

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Lapcha, Haidar, and Yusra Mahdi. Coalition Building for Better Religious Education Reform. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/creid.2021.002.

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Annotation:

Developing a good pro-pluralism religious education curriculum requires much planning and a deep understanding of the context. In a country like Iraq, where the education system is in decline due to years of conflict, weak governance and management, and a displacement crisis, this becomes a challenging task. This Learning Briefing, prepared during the implementation phase of the Coalition for Religious Equality and Inclusive Development (CREID) project to introduce reform to the religious education curriculum in Iraq, highlights the key areas of best practices and lessons learned from our stakeholder engagement. The aim is to share these learnings with programme managers, donors and partners to help inform future interventions and curricula development on effective approaches and models for improved quality education.

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Bazzi, Samuel, Masyhur Hilmy, and Benjamin Marx. Islam and the State: Religious Education in the Age of Mass Schooling. National Bureau of Economic Research, 2020. http://dx.doi.org/10.3386/w27073.

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