This Program Unit promotes the global and comparative study of "religion education" in public schools around the world. By encouraging interdisciplinary research on the ethical, legal, political, pedagogical, and theological issues that arise with the study of religion in elementary and secondary schools, we seek to deepen our understanding of alternative approaches to religion as an academic subject. We also hope to find new ways of responding to the increasing religious diversity in schools and societies and to study the relationship between religious education and citizenship education in pluralistic democratic societies.
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Religion and Public Schools: International Perspectives Unit
Call for Proposals
The Religion & Public Schools: International Perspectives program unit welcomes diverse approaches and methods, and always seeks to situate our papers and panels within global and comparative contexts. Our primary focus is on the many ways in which religion education is undertaken and understood in public/state schools. This year for our primary session we are calling for papers/proposals on any of the following topics:
- Civic education and religion education around the world
We seek papers investigating the ways in which religion education is connected with civic educational efforts around the world amidst varied national efforts toward democratization, decolonization, authoritarianism, populism, and other important trends.
- Religion education in polarized communities/countries
At the 2022 Annual Meeting we will gather in Denver, the capital of a famously “purple” state in American politics that swings in elections between competing political parties. Countries and communities all over the world feature polarized political and cultural environments as well. How does religion education contribute to the problems and solutions of political and cultural polarization in different societies?
- Religion education amidst catastrophe
This theme, tied to the 2022 AAR Annual Meeting theme of “Religion and Catastrophe,” might consider the response and resilience of RE systems around the world in the face of climate and public health catastrophes that have pushed our systems to the breaking point.
This session welcomes papers that offer qualitative and theoretical analyses on how religion is being addressed, contested, construed, or otherwise conveyed within various schooling communities and institutions across Europe. Main points of inquiry are:
- how religion is theorized from below in the European school systems by all actors involved in the educational process
- in the practices implemented in the activities carried out in and outside the classroom and/or
- in the discourses/narratives produced in such activities and
- how religion is theorized from above
- in official documents of the European institutions that implement international statements on religion education and/or
- in the official documents of the various European countries that implement European guidelines.
Statement of Purpose
Steering Committee Members
Vincent Biondo, Humboldt State University1/1/2021 - 12/31/2026
John Camardella, Prospect High School (Illinois, USA)1/1/2021 - 12/31/2026
Kate Soules, Boston College1/1/2019 - 12/31/2024
Ingela Visuri, Dalarna University (Sweden)1/1/2021 - 12/31/2026
Marie Von Der Lippe, University of Bergen1/1/2020 - 12/31/2025