Religious Sensitivity as an Educational Resource in the Migration Society - Empirical Findings on Pedagogical Professionalism in Multi-Religious Schools

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.