This book explores controversial education issues in a variety of international contexts. Controversial issues constitute a normative anchor within citizenship education curriculum. The degree to which they are subjected to reflection has profound implications for the viability and vibrancy of democratic societies. Discussing controversial issues can overlap with ideological battles outside the school, or within it, but it trumps those given the essential mandate for students to deliberate about the common good, take a stand on issues, and explore ideas with multiple sources and perspectives. Every society privileges, in some form, the topics available for inquiry and discussion within their schools. Curriculum guidelines, exams, textbooks, colleagues, administrators, standards, teacher preparation, and local communities all influence teacher decisions and weigh upon the extent to which this normative mandate is realized. Yet, research about these decisions is typically tied to a singular context. In response, this book draws upon the work of an international team of authors and cinches together single-case and context-specific studies on the pathways and challenges to teaching controversial issues. It offers transferable, grounded, theoretical insights for educational policymakers and lawmakers, as they work to strengthen democratic citizenship education. The book explores controversial education issues in the United States, Australia, China, Ghana, Kenya, Macedonia, Northern Ireland, Philippines, Singapore, South Africa, South Korea, and Turkey. [Subject: Democracy, Citizenship, Educational Policy, Education Law]
This collection of essays results from a series of workshops and a conference held in 2013-2015, organized to draw attention to the legal framework underpinning policy making in the area of language and linguistic diversity in education. Contributors include internationally-renowned experts on education law as well as a number of lawyers actively engaged in education policy making. In doing so, light is shed on the legal framework adopted by Governments to find the right balance to meet linguistic demands in education. Readership: Academic lawyers, practising lawyers, students and scholars of education law and education policy, government officials.
From 18 to 21 November 2015, in the Vatican, the Congregation for Catholic Education celebrated the fiftieth anniversary of the Second Vatican Council’s Declaration Gravissimum Educationis and the twenty-fifth anniversary of the Apostolic Constitution Ex Corde Ecclesiae. As part of these celebrations, the Congregation aimed to re-energise the Catholic Church’s commitment to education by means of a World Congress entitled ‘Educating Today and Tomorrow: A Renewing Passion’. The main aim of the Congress was to re-energise the role of Catholic schools and universities that act in the name of the Universal Church. The Congress urged more than 5,000 participants to step up efforts to promote dialogue in times of spiritual poverty, self-referential exclusiveness, harmful spread of ideological viewpoints, and the lowering of the general level of culture.
In line with the aims of the Congress, and under its hospitable auspices, the European Association for Education Law and Policy (ELA) held a special conference. The ELA sessions within the larger Congress focussed mainly on the re-consideration of the role that religion plays in education in general. The main concern of this legal panel, therefore, was the way religious studies, the rights of believers, and non-believers are accommodated in both secular and confessional schools and universities around the world. Thus, the ELA sessions encompassed the transformation and renewal of religion in education in general (not only Catholic education), across various sectors of society.
This issue is a compilation of papers presented at ELA sessions in the Vatican. The papers presented at the ELA sessions were submitted to double blind peer review processes and only the best accepted and selected. The editors are already in possession of a full draft of the manuscript. This draft has been extensively edited for language and coherency already. The contributions composing this issue provide an all-encompassing analysis of the position of religion in education across the globe and how religious distinctiveness in education can be promoted. This volume deals, first, with overarching concepts of accommodating religious distinctiveness at schools and understanding the place of religion in compulsory instruction. Second, it provides important case studies explaining in much detail the various approaches to reconciliation of law and state, religion and education, secularism and diversity that exist in the world.
Although there are books about education and religion on the market, this volume focuses specifically on renewing a passion for protecting religious distinctiveness in increasingly secular societies. Emphasis is placed on how to achieve equality and religious freedom in democratic societies, while focusing on protecting the human dignity of religious adherents (parents and learners/children) through the protection of their religious distinctiveness. The manuscript also compiles the work of several academic experts in law and education and several expert practitioners in law and education (deans, ministers of education etc). The wide spectrum of countries discussed (USA, Europe, Australia, South Africa, South America) provide a holistic picture of religious distinctiveness across the globe. Practical suggestions towards maintaining religious distinctiveness are also provided. What is even more unique is the fact that the manuscript presents various and competing perspectives on religious distinctiveness.
This book seeks to provide a panorama of the issues arising from pluralism in the education system and of judicial responses to them around the globe. In it, thirty-four authors representing many different legal cultures have selected and commented the most significant judicial decisions in each of the jurisdictions analysed. The topics addressed include religious and cultural symbols; faith-based, religious, and citizenship education; freedom of teaching and scientific freedom; homeschooling; authorization, funding and other matters concerning denominational and private schools, among other legal disputes. The reader will easily sense many different ideological orientations throughout the book’s thirty-seven chapters, which is only the result of pluralism itself and of scientific freedom. Nevertheless, the editors believe that all of the authors have inherently favoured the desire to understand the challenges of pluralism and to convey knowledge that is relevant for a public debate rather than defending their own particular point of view. Indeed, facilitating debate might be considered to be the best achievement of a publication of this kind. The book is divided into six parts. The introductory part features a chapter by the editors concerning the implementation and justiciability of the right to education, and a second chapter by Prof. Charles L. Glenn providing an in-depth historical essay on the importance of debates over religion and education. The five remaining parts reflect a geographical division: Part II includes two chapters on international human rights bodies (the European Court of Human Rights and the United Nations Human Rights Committee); parts III to VI group national courts’ decisions by region: Europe, the Americas, Africa, and lastly Asia and Australia.