Elisabeth Arweck – författare

This volume presents the findings of a number of empirical and theoretical studies on education about religions and worldviews (ERW) conducted in the Western societies of Britain, Ireland, Canada, Norway, Finland, New Zealand, Australia and Canada. Educational programmes about diverse religions and worldviews began to be investigated and implemented as strategies to encourage interreligious understanding and social cohesion, particularly following the 2005 London bombings when a fear of youth radicalisation and home-grown terrorism became prevalent. In addition, as a growing number of people in Western societies, and young people especially, declare themselves to have no religious affiliation, state actors are currently grappling with the reality that we are living in increasingly multifaith and non-religious societies and government education systems have become places of contestation as a result of these changes. This volume examines ERW research and policies in a number of diverse places in the hope of identifying common themes, overlapping insights and best practices that can inform research and policy for religious literacy and interreligious understanding in other contexts. This book was originally published as a special issue of the Journal of Intercultural Studies.

This volume presents the findings of a number of empirical and theoretical studies on education about religions and worldviews (ERW) conducted in the Western societies of Britain, Ireland, Canada, Norway, Finland, New Zealand, Australia and Canada. Educational programmes about diverse religions and worldviews began to be investigated and implemented as strategies to encourage interreligious understanding and social cohesion, particularly following the 2005 London bombings when a fear of youth radicalisation and home-grown terrorism became prevalent. In addition, as a growing number of people in Western societies, and young people especially, declare themselves to have no religious affiliation, state actors are currently grappling with the reality that we are living in increasingly multifaith and non-religious societies and government education systems have become places of contestation as a result of these changes. This volume examines ERW research and policies in a number of diverse places in the hope of identifying common themes, overlapping insights and best practices that can inform research and policy for religious literacy and interreligious understanding in other contexts. This book was originally published as a special issue of the Journal of Intercultural Studies.

The present collection brings together a set of essays which shed light on recent research into non-religion, secularity and atheism—topics which have been emerging as important areas of current research in a number of different disciplines. The essays cover a wide span—in terms of the various stances they discuss (secular, atheist, non-religious), the settings in which these topics are relevant (families, wider society, politics, demography) and the different perspectives which relate to socialisation and social relations (belief acquisition, discrimination). Written by authors from a variety of national settings and academic disciplines, the collection presents a range of methodologies, combining theoretical approaches with quantitative and qualitative research findings. The authors address issues related to an important academic field which had been neglected for some time, but which has been made relevant by the increasing percentage of people professing a non-religious stance. This collection represents a major contribution to this area of academic research, not only because it puts the themes of non-religion and secularity firmly on the academic map, but also because it offers a variety of different viewpoints and aims to bring clarity into the use of concepts and terminology. The authors make important contributions to the emerging body of research in this area and point out areas where further research is needed. The first essay provides a thorough introduction to this field, taking stock of the work done so far, highlighting the overarching issues, and embedding the essays in the wider context of existing literature.

This book was originally published as a special issue of the Journal of Contemporary Religion.

The present collection brings together a set of essays which shed light on recent research into non-religion, secularity and atheism—topics which have been emerging as important areas of current research in a number of different disciplines. The essays cover a wide span—in terms of the various stances they discuss (secular, atheist, non-religious), the settings in which these topics are relevant (families, wider society, politics, demography) and the different perspectives which relate to socialisation and social relations (belief acquisition, discrimination). Written by authors from a variety of national settings and academic disciplines, the collection presents a range of methodologies, combining theoretical approaches with quantitative and qualitative research findings. The authors address issues related to an important academic field which had been neglected for some time, but which has been made relevant by the increasing percentage of people professing a non-religious stance. This collection represents a major contribution to this area of academic research, not only because it puts the themes of non-religion and secularity firmly on the academic map, but also because it offers a variety of different viewpoints and aims to bring clarity into the use of concepts and terminology. The authors make important contributions to the emerging body of research in this area and point out areas where further research is needed. The first essay provides a thorough introduction to this field, taking stock of the work done so far, highlighting the overarching issues, and embedding the essays in the wider context of existing literature.

This book was originally published as a special issue of the Journal of Contemporary Religion.

This volume presents findings from recent research focusing on young people and the way they relate to religion in their education and upbringing. The essays are diverse and multidisciplinary - in terms of the religions they discuss (including Christianity, Islam and Sikhism); the settings where young people reflect on religion (the classroom, youth club, peer group, families, respective religious communities and wider society); the different perspectives which relate to religious education and socialisation (the teaching of RE, the role of teachers in pupils’ lives, the way teachers’ personal lives shape their approach to teaching, school ethos and social context, and the place and rationale of RE); the contexts within which the authors work (different national settings and various academic disciplines); and the methodology used (qualitative, quantitative and mixed-method approaches).

The authors make important contributions to the debate about the role of religious education in the curriculum. They demonstrate the crucially important formative influence of religious education in young people’s lives which reaches well into their adulthood, shaping religious and other identities, and attitudes towards the ‘other’ - whatever that ‘other’ may be.

This book was originally published as a special issue of the Journal of Beliefs & Values.

This volume presents findings from recent research focusing on young people and the way they relate to religion in their education and upbringing. The essays are diverse and multidisciplinary - in terms of the religions they discuss (including Christianity, Islam and Sikhism); the settings where young people reflect on religion (the classroom, youth club, peer group, families, respective religious communities and wider society); the different perspectives which relate to religious education and socialisation (the teaching of RE, the role of teachers in pupils’ lives, the way teachers’ personal lives shape their approach to teaching, school ethos and social context, and the place and rationale of RE); the contexts within which the authors work (different national settings and various academic disciplines); and the methodology used (qualitative, quantitative and mixed-method approaches).

The authors make important contributions to the debate about the role of religious education in the curriculum. They demonstrate the crucially important formative influence of religious education in young people’s lives which reaches well into their adulthood, shaping religious and other identities, and attitudes towards the ‘other’ - whatever that ‘other’ may be.

This book was originally published as a special issue of the Journal of Beliefs & Values.