1 Introduction
Increasing cultural and religious pluralization poses new challenges for the education system in migrant societies. Schools are central sites of social negotiation in which diversity can be understood not only as a pedagogical challenge but also as a resource. Dealing with religious diversity is particularly controversial, as religion is often perceived as a marker of difference that influences participation in education and identity formation. At the same time, school education is caught between ideological neutrality and the protection of individual religious freedom.
This article examines how religious freedom is negotiated in everyday school life and what role religious sensitivity plays as a key competence for teachers in multi-religious schools. The research is based on a qualitative study conducted in four different types of schools in Germany - primary, secondary, grammar and vocational schools. The study shows that pedagogical professionalism requires not only reflection on difference and belonging, but also an awareness of the balance between individual freedom of religious expression and the normative requirements of a neutral school environment.
The presentation discusses these empirical findings in the context of international educational debates and argues for a stronger anchoring of religion-sensitive approaches in teacher training.
2 Theoretical Framework: Religious Freedom and School Neutrality in Post-Migrant Societies
Post-migrant societies are characterized by ethnic, cultural, and religious diversity. Schools function as places of social integration, but also as spaces in which difference is constructed and negotiated. Religion plays an ambivalent role here: on the one hand, it is often addressed as a problem factor in integration discourses; on the other hand, it represents an important resource for identity formation and resilience.
Freedom of religion is a core human right and is constitutionally protected in many democratic societies. It encompasses both the individual freedom to practice a religion or not, and the protection of state institutions, including schools, from religious influence. At the same time, there is the principle of ideological neutrality of the state, which means that schools may not promote or discriminate against any particular religious or ideological viewpoint.
The term "religious sensitivity" describes the ability of teachers to use religious diversity as an educational resource without losing the balance between personal religious freedom and school neutrality. This requires intercultural competence, reflective professionalism, and the ability to adapt pedagogical practices to the realities of a migrant society.
3 Methodology
The empirical basis of the presentation is a qualitative research study conducted in four schools with high religious and cultural diversity. The methodology includes:
- Participant observations in everyday school life
- Group interviews with teachers, principals, and educational staff
- Narrative interviews with students and parents
This multi-perspective approach made it possible to identify both individual perceptions and structural challenges. The data were analyzed using qualitative content analysis according to Mayring (2015).
4 Key Empirical Findings
The study shows that teachers in multi-religious schools face a number of challenges, especially with regard to religious freedom and school neutrality:
1. Religion as a marker of difference: Religious affiliation is often perceived as a categorical difference in everyday school life. Muslim students in particular experience that their religiosity is questioned or problematized more than other religious affiliations.
2. Lack of religion-specific competence: Teachers often feel inadequately prepared to deal with religious plurality. They do not know how to deal with religious symbols (e.g. headscarves, kippas, religious amulets), prayer practices or the rejection of certain content on religious grounds.
3. The tension between neutrality and recognition: While the principle of ideological neutrality is central to public schools, in practice there is a discrepancy between the theoretical claim and the pedagogical reality. Teachers face the challenge of recognizing religious diversity without being perceived as biased.
4. Religious Sensitivity as a Resource for Intercultural Learning: Schools that have implemented religiously sensitive approaches have seen positive effects on intercultural dialogue and social interaction. This is particularly evident in teaching projects that include religion as a learning subject, as well as in conscious reflection on power relations and practices of difference.
5 Discussion and implications for educational practice
The results of the study highlight the need for comprehensive pedagogical training in religious sensitivity. The following measures seem particularly relevant
- Anchoring religion-sensitive modules in teacher training: Teachers should learn to implement freedom of religion in school appropriately and to define the boundaries between individual religious practice and school neutrality more clearly.
- Foster reflective professionalism: Educational professionals need space for collegial case discussions and practice-based training to reflect on their own approach to religious plurality.
- Develop school policies on religious freedom: Schools should develop clear and transparent policies for dealing with forms of religious expression that take into account both the individual religious freedom of students and the school's duty of neutrality.
- Establish formats for interfaith dialogue: Schools should develop formats that make religious diversity visible and facilitate interfaith encounters in order to reduce prejudice and promote processes of understanding.
6 Conclusion
Religious sensitivity is a central pedagogical competence for schools in migrant societies. Instead of treating religion as a problem area or a neutral marginal aspect, the study shows that it can be used as an educational resource to promote intercultural learning and strengthen social cohesion in a pluralistic society.
Addressing religious freedom in school practice requires a nuanced understanding of the balance between individual religious practice and school neutrality. The study shows that many teachers face uncertainties and need targeted support. The results contribute to the international debate on education in pluralistic societies and underline the need to bring religious education and migrant-sensitive perspectives more into the focus of educational policy decisions.
References
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Nagel, Alexander-Kenneth (2019). "Enacting Diversity: Boundary Work and Performative Dynamics in Interreligious Activities". Interreligious Dialogue. Annual Review of the Sociology of Religion. Vol. 10. Brill Publishers. pp. 111–127. doi:10.1163/9789004401266_008
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This paper examines the role of religious sensitivity as an educational resource in migrant societies, focusing on pedagogical professionalism in multi-faith schools. Schools are central social spaces for negotiating migration-related pluralism, in which teachers must navigate religious and cultural diversity. Based on a qualitative study in German schools, the necessary skills for religiously and culturally sensitive teaching are analyzed. The study shows that religious affiliation is often perceived as a marker of difference that influences participation in education and identity formation. It also highlights the tension between individual religious freedom and school neutrality. The paper argues that religious sensitivity is a key competence for contemporary education, enabling teachers to use religious plurality as an opportunity for intercultural learning. The findings contribute to current debates about the role of religion in democratic societies and educational policy in increasingly diverse school environments.