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Thematische Bibliographien / Religion policy in schools / Bücher

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Bücher zum Thema „Religion policy in schools“

Autor: Grafiati

Veröffentlicht am 25. Juni 2021

Zuletzt aktualisiert am 1. Februar 2022

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1

Robbins, Jan C. Voluntary religious activities in public schools: Policy guidelines. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 1987.

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2

Ontario Public School Trustees' Association. Policy statement on religious education and opening exercises in the public schools of Ontario. Toronto: The Association, 1988.

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3

Faith, hype, and clarity: Teaching about religion in American schools and colleges. New York: Teachers College Press, 1999.

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4

author, Aguilar Andrew S., Hrsg. Secular institutions, Islam, and education policy: France and the U.S. in comparative perspective. New York, NY: Palgrave Macmillan, 2016.

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5

Policy and politics in education: Sponsored grant-maintained schools and religious diversity. Aldershot, Hampshire, England: Ashgate, 2000.

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6

Alexander, Hanan A. Commitment, character, and citizenship: Religious education in liberal democracy. New York: Routledge, 2012.

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7

Public policy in a divided society: Schooling, culture, and identity in Northern Ireland. Aldershot, England: Ashgate, 1999.

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8

Black-Branch, Jonathan L. Comprendre la Charte canadienne des droits et libertés: Guide à l'intention des enseignants et enseignantes et des administrations scolaires. Toronto: Association canadienne d'éducation, 1995.

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9

Blair, Andrew G. The policy and practice of religious education in publicly-funded elementary and secondary schools in Canada and elsewhere: A search of the literature. [Toronto], Ont: Ministry of Education, 1986.

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10

Temperman, Jeroen. The Lautsi papers: Multidisciplinary reflections on religious symbols in the public school classroom. Leiden: Martinus Nijhoff Publishers, 2012.

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11

Vanoni, Luca P. Laicità e libertà di educazione: Il crocifisso nelle aule scolastiche in Italia e in Europa. Milano: Giuffrè editore, 2013.

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12

Religion in schools. Thousand Oaks, Calif: SAGE Publications, 2012.

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13

Merino, Noël. Religion in schools. Detroit: Greenhaven Press, 2012.

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14

J, Ball Stephen, und Braun Annette 1973-, Hrsg. How schools do policy: Policy enactments in secondary schools. London: Routledge, 2012.

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15

Twiss, Sumner B., Marian Gh Simion und Rodney L. Petersen, Hrsg. Religion and Public Policy. Cambridge: Cambridge University Press, 2015. http://dx.doi.org/10.1017/cbo9781316106693.

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16

Education, Ontario Ministry of. Violence-free schools policy. [Toronto]: Ontario Ministry of Education and Training, 1994.

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17

Sexton, Stuart Lynn. Our schools: Future policy. Warlingham: IPSET Education Unit, 1992.

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18

Marzilli, Alan. Religion in public schools. 2. Aufl. New York: Chelsea House, 2011.

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19

Bedfordshire. Bedfordshire County Council. Bedfordshire Science Team. Science policy for secondary schools. Ampthill, Beds: Bedfordshire Science Centre, 1995.

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20

Sexton, Stuart Lynn. Our schools: A radical policy. Warlingham: Institute of Economic Affairs, Education Unit, 1987.

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21

Education, Ontario Ministry of. Violence-free schools policy, 1994. [Toronto]: The Ministry, 1994.

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22

Musella, Donald F., K. A. Leithwood und Holmes Mark. Educational policy for effective schools. Toronto: OISE Press/Guidance Centre, 1989.

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23

Kwayu, Aikande Clement. Religion and British International Development Policy. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38223-0.

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24

Carbonnier, Gilles, Moncef Kartas und Kalinga Tudor Silva, Hrsg. International Development Policy: Religion and Development. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137329387.

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25

Fitzherbert, Thomas. A treatise of policy and religion. London: Printed by Thomas Hales, 1986.

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26

Religion and diplomacy: Religion and British foreign policy, 1815 to 1941. Dordrecht: Republic of Letters Publishing, 2010.

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27

Enright, Paul. Staff motivation: a policy for schools. [Guildford]: [University of Surrey], 1992.

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28

Teachers, National Association of Schoolmasters and Union of Women. Adults in schools: Policy and guidance. Birmingham: NASUWT, 1998.

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29

(Maldives), Educational Development Centre. Health promoting schools policy: December, 2004. Male: Educational Development Centre, 2005.

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30

National Association of Head Teachers. Physical education in schools: Policy statement. (Haywards Heath): NAHT, 1986.

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31

Good schools: The policy environment perspective. Cresskill, N.J: Hampton Press, 1995.

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32

Scarborough Board of Education. Task Force on Community Involvement. Policy on community involvement in schools. Scarborough, ON: Scarborough Board of Education, 1991.

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33

Li, Jian, und Eryong Xue. Education Policy in Chinese High Schools. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2358-5.

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34

Religion in China today: Policy and practice. Maryknoll, N.Y: Orbis Books, 1989.

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35

Sharma, Sri Ram. The religious policy of the Mughal emperors. 3. Aufl. New Delhi: Munshiram Manoharlal Publishers, 1988.

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36

Pattanayak, Amiya Kumar. Religious policy of the imperial Gangas. Delhi: Discovery Pub. House, 1988.

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37

Merino, Noël. Religion. Farmington Hills, MI: Greenhaven Press, 2012.

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38

Akbar, the great Mughul: His new policy and his new religion. Delhi: Aakar Books, 2009.

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39

Bordelon, Janet. Religion, Privatization, and American Educational Policy. Herausgegeben von Michael D. Waggoner und Nathan C. Walker. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199386819.013.3.

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Annotation:

This chapter provides a brief history of the religious school choice lobby. The chapter explains how religionists, composed mostly of Catholics, Orthodox Jews, and evangelical Christians, came to advocate for the use of government funds for parochial schools. Leo Pfeffer and the American Jewish Congress opposed the use of federal funds for parochial schools, and by the late 1970s their advocacy had swayed the courts to prevent all but paltry sums of federal funds from going to private religious schools. This led school choice advocates to find alternative means of funding, namely tax credits and vouchers that aren’t regulated by the government. Given the growing divisions and tensions surrounding educational policy and religious constituents, we need to examine this history so we can better understand how to move forward. The chapter concludes with questions for educational policymakers concerning how the Establishment Clause of the First Amendment to the United States Constitution should inform government policy surrounding religion and education.

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40

Brown, Candy Gunther. Debating Yoga and Mindfulness in Public Schools. University of North Carolina Press, 2019. http://dx.doi.org/10.5149/northcarolina/9781469648484.001.0001.

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Annotation:

The introduction explains how yoga, mindfulness, and meditation entered the U.S. cultural mainstream, including public schools, between the 1970s and 2010s, and why it matters for education, law, and religion. In the 1960s, the U.S. Supreme Court prohibited public schools from endorsing prayer and devotional Bible reading. Yoga and meditation advocates reframed these practices as secular by downplaying religious beliefs and advertising scientific evidence of health benefits and cultivation of universal morality and ethics. Certain promoters used tactics of self-censorship, camouflage, code-switching, or frontstage/backstage behaviour to win a “Vedic Victory” or skilfully advance “stealth Buddhism.” Drawing on the author’s experience as an expert witness in four legal challenges, the introduction examines key terms: “yoga,” “mindfulness,” “meditation,” “Hinduism,” “Buddhism,” “religion,” “secularity,” “spirituality” and “science.” Because meanings of these terms are contested, social institutions such as schools and courts must arbitrate disputes by formulating and applying definitions for policy purposes. The introduction argues that the school programs considered are both secular and religious, and that their integration into public-school curricula may result in an unrecognized, fundamental historic and legal transformation: the reestablishment of religion in America.

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41

Jr, Charles Russo. International Perspectives on Education, Religion and Law. Taylor & Francis Group, 2014.

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42

José Luis Martínez López-Muñiz (Editor), Jan De Groof (Editor) und Gracienne Lauwers (Editor), Hrsg. Religious Education in Public Schools: Study of Comparative Law (Yearbook of the European Association for Education Law and Policy, Vol. 6). Springer, 2005.

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43

(Editor), Robert Davis, Hrsg. Faith-based Schools: Challenged and Challenging (Policy & Practice in Education). Dunedin Academic Pr Ltd, 2008.

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44

Nash, Robert J. Faith, Hype and Clarity: Teaching About Religion in American Schools and Colleges (Advances in Contemporary Educational Thought). Teachers College Press, 1998.

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45

Layton, Richard A., und Walter Feinberg. For the Civic Good: The Liberal Case for Teaching Religion in the Public Schools. University of Michigan Press, 2014.

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46

Dinham, Adam, Alp Arat und Martha Shaw. Religion and Belief Literacy. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447344636.001.0001.

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This book presents a crisis of religion and belief literacy to which education at every level is challenged to respond. As understanding different religions, beliefs and influences becomes increasingly important, the book fills a gap for a resource in bringing together the debates around religious literacy, from theoretical approaches to teaching and policy. The book begins with an overview of religion and belief literacy. Religion and belief literacy is both socialised and learnt. While treated in schools as a discrete and marginalised subject for children, it overlaps with citizenship and sex education. Thus, it will be experienced primarily in those ways rather than engaged with more openly as lived experiences around the world. The book shows that learning about religion and belief is a lifelong process. Crucially, learning happens in different combinations, in different orders, with different modes, for different purposes, and at different paces for each individual. This reflects the importance of connecting the chain of learning across all the spaces through which people pass in everyday life so that the fullest range of thinking and contestations about religion and belief landscapes are more or less consistently revealed in their complexity and by recognising the boundaries and competitions between ideas. The book provides a clear pathway for engaging well with religion and belief diversity in public and shared settings.

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47

Nash, Robert J. Faith, Hype, and Clarity: Teaching About Religion in American Schools and Colleges (Advances in Contemporary Educational Thought, Vol 22). Teachers College Press, 1998.

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48

McEwen, Alex. Public Policy in a Divided Society: Schooling, Culture and Identity in Northern Ireland. Taylor & Francis Group, 2018.

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49

McEwen, Alex. Public Policy in a Divided Society: Schooling, Culture and Identity in Northern Ireland. Taylor & Francis Group, 2018.

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50

McEwen, Alex. Public Policy in a Divided Society: Schooling, Culture and Identity in Northern Ireland. Taylor & Francis Group, 2018.

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