Inter-Worldview Education and the Re-Production of Good Religion

Autor/in	Moyaert, Marianne
Titel	Inter-Worldview Education and the Re-Production of Good Religion
Quelle	In: Education Sciences, 8 (2018), Artikel 156 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Moyaert, Marianne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Foreign Countries; Religion; World Views; Consciousness Raising; Global Approach; Public Policy; Ideology; Social Influences; Power Structure; Political Issues; Educational Policy; Agency Cooperation; Minority Groups; Social Justice; War; Political Attitudes; Equal Education; Christianity; Cultural Influences; Violence; Europe + Suchen Sie Ihr Suchwort? Ausland; World view; Weltanschauung; Bewusstseinsbildung; Globales Denken; Öffentliche Ordnung; Ideologie; Sozialer Einfluss; Politischer Faktor; Politics of education; Bildungspolitik; Ethnische Minderheit; Soziale Gerechtigkeit; Krieg; Political attitude; Politische Einstellung; Christentum; Cultural influence; Kultureinfluss; Gewalt; Europa
Abstract	In this article, I focus on the increasing interest taken by European political and educational policy makers in inter-worldview education. My article has two parts. The first part consists of a document analysis of pivotal European publications on this and related issues. In the second and more critical part of this article, I make explicit my concerns about these European pleas for inter-worldview education. The main criticism that I present below is that the European policy on inter-worldview dialogue views the problem of intolerance too much as an individual problem that can and must be dealt with pedagogically, without recognizing that intolerance is just as much a structural socio-political problem. Important European policy documents, to be examined in the first part of this article, do not discuss how the way our societies are structured results in a sustenance of inequalities and in the marginalization of certain groups of people. At no point does these documents link inter-worldview education to the need "to examine the ideologies and structures of society critically," as a consequence the plea for dialogue loses some of its critical and transforming potential. A list of references and notes is provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01