Overview

The Bloomsbury Handbook of Schools and Religion provides the first truly global scan of contemporary issues and debates around the world regarding the relationship(s) between the state, schools and religion. Organized around specific contested issues — from whether or not mindfulness should be practised in schools, to appropriate and inappropriate religious attire in schools, to long-term battles about evolution, sexuality, and race, to public funding — Fraser-Pearce and Fraser carefully curate chapters by leading experts exploring these matters and others in a diverse range of national settings. The Bloomsbury Handbook of Schools and Religion offers a refreshingly new international perspective.

Full Product Details

Author:   Dr Jo Fraser-Pearce (IOE, UCL’s Faculty of Education and Society, University College London, UK) ,  Professor James W. Fraser (New York University, USA)
Publisher:   Bloomsbury Publishing PLC
Imprint:   Bloomsbury Academic
Dimensions:   Width: 16.90cm , Height: 2.50cm , Length: 24.40cm
Weight:   0.454kg
ISBN:  

9781350297265

ISBN 10:   1350297267
Pages:   432
Publication Date:   19 October 2023
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table of Contents

1. Introduction: Why Look at Schools and Religion? Why do it Globally?, James Fraser (New York University, USA) and Jo Fraser-Pearce (University College London, UK) Part I: Schools, Religion and the State 2. School and Religion as a Mirror of State and Religion? – Bangladesh, England, Israel and Vietnam, Jo Fraser-Pearce (University College London, UK) 3. Schools and Religions: the Law and the Courts – Costa Rica, England, France, Italy, Senegal, South Africa, Switzerland and Turkey, Nigel Fancourt (University of Oxford, UK) 4. Government Funding for Religious Schools – Netherlands, Australia, Israel, Singapore, and Indonesia, Ashley Berner (Johns Hopkins University, USA) Part II: The Place of Religion in School Classrooms 5. Mindfulness in Schools – The United States, England, Singapore, and Vietnam, Bill Meyer (New York University, USA) 6. Religion, Language and National Identity Construction in School Textbooks in South Asia – India, Pakistan, and Bangladesh, Laraib Niaz (University of Cambridge, UK), Kusha Anand (University College London, UK), Farid Panjwani (The Aga Khan University, Pakistan) and Marie Lall (University College London, UK) 7. Religion, Heritage and the Teaching of Black History – Brazil, the United States, South Africa, Ghana and Benin, Amilcar A. Pereira (Federal University of Rio Janeiro, Brazil) and Jessika Rezende Souza da Silva (Federal University of Rio Janeiro, Brazil) 8. Religious Education in Teacher Education: About, For and In Diversity? – Austria, Canada, England, Turkey and India, Alexis Stones (University College London, UK), Kristian Niemi (Karlstad University, Sweden) and Kerstin von Brömssen (University West, Sweden) 9. Debating Evolution in Context—Religion in the Biology Classroom – Brazil, England, Pakistan and the United States, Michael J. Reiss (University College London, UK) 10. When Discussion of Religion is Not Encouraged: Don’t Ask, Don’t Tell – Malawi, Sri Lanka, Ontario, Quebec, and California, Amarnath Amarasingam, (Queen’s University, Canada), Harsha Dulari Wijesekera (Open University of Sri Lanka, Sri Lanka), Yonah Hisbon Matemba (University of the West of Scotland, UK), W. Y. Alice Chan (Centre for Civic Religious Literacy, Canada), Ashley Couture (Canada) and Hicham Tiflati (John Abbot College, Canada) 11. Preparing Teachers to Develop the Religious Literacy of Learners - Colombia, Greece, Malawi, Norway and Turkey, Marios Koukounaras Liagkis, (National and Kapodistrian University of Athens, Greece) 12. Colonial Histories and their Impacts on Religious Education - Germany, Namibia, and Nigeria, Annett Graefe-Geusch (German Center for Integration and Migration Research, Germany) Part III: Religious Students — Questions of Rights and Identity 13. The Permissible and Contested Boundaries of Religious Dress Worn in Schools: Contemporary Examples of Religious Restriction - Canada, France, Kenya, and Turkey, Dianne Gereluk (Werklund School of Education, University of Calgary, Canada) and Brenna Haggarty (University of Calgary, Canada) 14. Sex(uality) and Religion in Schools - China, England and the United States, Michael J. Reiss (University College London, UK) 15. School Meals in Multicultural/Multireligious Contexts - France, Denmark, Dubai (part of the United Arab Emirates) and the United States, Amy Bentley (New York University, USA), Samantha Ruth Brown (University of Oregon, USA), Shayne Leslie Figueroa (Independent scholar, USA), Salma Serry (Boston University, USA) and Claudia Saffar (Independent scholar, USA) 16. Religious Bias in the School Systems of Multireligious and Multiethnic States - Ethiopia, Russia, and the United States, Regina B. Wenger (Baylor University, Texas, USA) 17. Religious Minorities at School South of the Sahara - Malawi, Ghana, Zimbabwe, South Africa and Lesotho, Yonah Matemba (University of the West of Scotland, UK), Richardson Addai-Mununkum (University of Education, Ghana), Maitumeleng Nthontho (University of Pretoria, South Africa) and Godfrey Museka (University of Zimbabwe, Zimbabwe) Part IV: Schools and Religion in the Contemporary World 18. Schools, Religion and Postcolonial Perspectives - England, Hong Kong and South Africa, Nuraan Davids (Stellenbosch University, South Africa), Janet Orchard (University of Bristol, England) and Liz Jackson (The Education University of Hong Kong, Hong Kong) 19. Schools, Religion and Teaching about Climate Change and Sustainable Development - Indonesia and Nigeria, Emma Salter (University of Huddersfield, UK) 20. Schools, Religion and Extremism - Australia, Zimbabwe, the UK and Canada, David Lundie (University of Glasgow, UK) 21. How History Informs the Conversation about Religion in State Schools - Costa Rica, Afghanistan and the United States, James Fraser (New York University, USA) 22. Conclusion: Why Schools and Religion Matter, Jo Fraser-Pearce (University College London, UK) and James Fraser (New York University, USA) Index

Reviews

An amazing, deep and convincing [critical] analysis of an interplay between religion and state in a single book. In sum, this is a must read for instructors, students and all those who have the interest to know more about the relation between state and religion from the global perspective. * Samuel Awuah-Nyamekye, Professor of Religion and Environment, University of Cape Coast, Ghana * Education about religion (religious studies) and for religion (faith formation) is practiced around the globe though implementation can differ markedly depending upon cultural context. This volume pulls together cross-national case studies to illuminate these differences, as well as commonalities, all in the service of improved practice through enriched understanding. * Michael D. Waggoner, Professor of Education, University of Northern Iowa, USA *

Author Information

Jo Fraser-Pearce is Associate Professor (Teaching) at IOE, UCL’s Faculty of Education and Society, University College London, UK. James W. Fraser is Professor of History and Education at New York University, USA.

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