Religious Education in a Global-Local World

Introduction.- Chapter 1: Religions Education, Social Inclusion and Interreligious Literacy in England and Australia, Cathy Byrne.- Chapter 2: Religious Literacy at a Religious Public Primary School, Danika Driesen & Abdulkader Tayob.- Chapter 3: 'What have we learned from four decades of non-confessional multi-faith religious education in England: policy, curriculum and practice in English religious education 1969-2013?, Denise Cush.- Chapter 4: Council of Europe Policy on Education about 'Religions and Nonreligious Convictions', Robert Jackson.- Chapter 5: Mistry Teaching Hinduism as a contested category: Prospects and challenges for 'critical religion' and 'critical pedagogy' in Ontario World Religions classrooms, Hiren Bhana.- Chapter 6: Arab Money in Malian Schools: Médersas' Co-optation of Monetary and Ideological Networks, Émilie Roy.- Chapter 7: Minority RE: a means for cultural survival?, Jenny Berglund.- Chapter 8: The Irish Education System and Children's Learning about Religion,Yafa Shanneik.- Chapter 9: Towards a Methodology for Comparative studies in Religious Education, Oddrun Marie Hovde Bråten.- Chapter 10: "Geertz vs. Asad" in RE textbooks: A Comparison between Warwick's Ethnographical Textbooks and Indonesian Textbooks, Satoko Fujiwara.- Chapter 11: Secular religious education in the Nordic countries, Tim Jensen.- Chapter 12: The Challenges of Global Citizenship for RE, Siebren Miedema.-- Chapter 13: Religious education in the Québec's Ethics and Religious Culture curriculum: a cultural approach, Stéphanie Gravel.- Chapter 14: Religious education as compulsory subject in Russian public schools: A new old source for public controversy, Vadim Zhdanov.- Chapter 15: Citizenship and RE in Discourse and Praxis - A Case from Teacher Education in Denmark, Karna Kjeldsen.- Chapter 16: Representation of Religions in of the Mandatory School Course 'The Basics of Religious Cultures and Secular Ethics'- Curriculum and text-books, Marianna

Jenny Berglund is Associate Professor and senior lecturer. Her particular area of interest concerns the matter of Islam and minority religious education. This is reflected in her 2009 dissertation Teaching Islam, Islamic Religious Education at Muslim Schools in Sweden (Waxmann), which examined the formation of Islamic Religious Education (IRE) as a confessional subject under the jurisdiction of the Swedish school system. Since earning her PhD, Jenny has collaborated on the editing of several Swedish books, in which her own contributions have generally dealt with Islam in Sweden. She is also working with the project "Religion as a Resource", which concerns the lives, values, relations, leisure time activities and religious interests of Sweden's youth populations. Her particular task in this regard has been to analyse the questionnaire responses of Muslim participants. Jenny has also been part of the project TRATEBB (Teaching Religion and Thinking Education at the Baltic-Barent Brim),a research project designed to study religious education at four sets of "twin-schools" located on either side of four state boundaries in the Baltic-Barent region. Berglund is a committee member of EASR (European Association for the Study of Religion) and is actively involved in the organization's working group on religious education. She has initiated (and personally participates in) a teacher exchange program with the Centre for Women's Studies at the University of Jordan. From 2014, she will be working with a new project called CARDIPS (Cultural and religious diversity in primary school).

Professor Brian Bocking holds degrees of BA (Religious Studies) from Lancaster University and MA (Religious Studies) and PhD from the University of Leeds, UK. He has taught in the universities of Stirling (Scotland), Tsukuba (Japan), Bath Spa (UK) and most recently (1999-2007) at SOAS, the School of Oriental and African Studies, University of London, where he was Professor of the Studyof

"Berglund, Bocking and Shanneik review various approaches to religious education (RE) around the world while also highlighting common issues related to religious education. ... I liked the consistent analysis of RE from both confessional and non-confessional perspectives, and felt that the authors presented descriptions that were both scholarly and palatable. ... The book is a good read on how to evaluate religious education in a larger context." (Calvin G. Roso, International Journal of Christianity and Education, Issue 1-2, 2017)