In the World Library of Educationalists series, international experts themselves compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and practical contributions – so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field.
Religious Education for Plural Societies highlights key writings from Robert Jackson’s international career in education. It provides a historical perspective in relation to current debates about religious education in the UK and internationally, drawing attention to current issues of concern.
Carefully selected examples explore the key themes in religious education that allow us to consider how things were, how they are now and the future for the field of study. Split into parts: empirical research; the interpretive approach to religious education pedagogy; religious education and plurality and human rights and international policy developments, Robert Jackson also provides an overview of the text in the form of a general introduction, and also introductions to each section of the book, allowing the reader a personal insight into why each piece has been chosen.
Religious Education for Plural Societies allows readers to follow themes and strands across Robert Jackson’s career and see how his work has contributed to the development of the fields of religions and education. It will be of interest to all followers of Robert Jackson’s work and any reader interested in the development of religious education in the UK and internationally.
Part One: General Introduction;1 Religious Education and the Arts of Interpretation Revisited;Part Two: Empirical Research;Introduction;2 Studying British Hindu Children and Representing Them in School Texts; 3 The Diversity of Experience in the Religious Upbringing of Children from Christian Families in Britain; 4 The ‘Young People’s Attitudes to Religious Diversity’ Project in the Context of Warwick Religions and Education Research Unit (WRERU) Research; Part Three: The Interpretive Approach to Religious Education Introduction; 5 Studying Religious Diversity in Public Education: An Interpretive Approach to Religious and Intercultural Understanding; 6 The Representation of Religions;7 Implications of an Interpretive Approach; 8 Contextual Religious Education and the Interpretive Approach; Part Four Religious Education and Plurality;Introduction; 9 Religious Education in the Context of Plurality; 10 Religious Education’s Contribution to Intercultural Education, Citizenship Education and Values Education; 11 Towards a Pluralistic Religious Education; Part Five Human Rights and International Policy Developments Introduction; 12 Dialogical Liberalism: A Human Rights Rationale for ‘Education about Religions and Beliefs’; 13 Inclusive Study of Religions and World Views in Schools: Signposts from the Council of Europe; 14 The Politicisation and Securitisation of Religious Education? A Rejoinder
The World Library of Educationalists celebrates the important contributions to education made by leading experts in their individual fields of study. Each scholar has compiled a career-long collection of what they consider to be their finest pieces: extracts from books, journals, articles, major theoretical and practical contributions, and salient research findings.
For the first time ever the work of each contributor is presented in a single volume so readers can follow the themes and progress of their work and identify the contributions made to, and the development of, the fields themselves.
The distinguished careers of the selected experts span at least two decades and include Richard Aldrich, Stephen J. Ball, Elliot W. Eisner, John Elliott, Howard Gardner, John Gilbert, Ivor F. Goodson, David Hargreaves, David Labaree and E.C. Wragg.
Each book in the series features a specially written introduction by the contributor giving an overview of their career, contextualizing their selection within the development of the field, and showing how their own thinking developed over time.