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001 978-90-481-9628-9
003 DE-He213
005 20140220083825.0
007 cr nn 008mamaa
008 100927s2011 ne | s |||| 0|eng d
020 _a9789048196289
_9978-90-481-9628-9
024 7 _a10.1007/978-90-481-9628-9
_2doi
050 4 _aLC189-214.53
072 7 _aJN
_2bicssc
072 7 _aJHBC
_2bicssc
072 7 _aEDU040000
_2bisacsh
082 0 4 _a306.43
_223
100 1 _aSporre, Karin.
_eeditor.
245 1 0 _aValues, Religions and Education in Changing Societies
_h[electronic resource] /
_cedited by Karin Sporre, Jan Mannberg.
264 1 _aDordrecht :
_bSpringer Netherlands :
_bImprint: Springer,
_c2011.
300 _aXIX, 145p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _a1. Introduction; K. Sporre and Jan Mannberg -- 2. From excellence in dealing with similarities to learning how to handle differences. Scandinavian democracies at a crossroads; E. Amnå -- 3. Islam in education: A contribution to dialogue or a factor of conflict?; D. Jozsa -- 4. Global citizenship education: a new gender ethic, gender hegemony and a gendered collective conscience?; M. Arnot -- 5. Diversity in South African classrooms and teacher preparedness: findings from research in the teacher education sector. What can be learnt?; D. Zinn -- 6. Religions, Values, Worldviews and Knowledges in Educational Dialogue; Christo Lombard et al. -- Index.
520 _aEducation is a societal matter and takes place in relation to societal changes. Today, in many countries, it has to grapple with diversity and differences brought about by migration and changes in gender relations. Questions of values, human rights and the role of religions are raised. In this book scholars from Sweden, Norway, Germany, Great Britain, Canada, Namibia and South Africa discuss the issues above. Similarities as well as differences are highlighted. The varied contributors engage in a North-South dialogue. Among the questions addressed are: Can the Scandinavian countries be understood as more religious than their up-to-date, seemingly secularist reputation has led us to believe? How do some European, Muslim, Christian and secular pupils understand the religious education they receive? Could a global citizenship education, with a gendered understanding as an integral part, be accomplished? ‘Diversity’ and ‘social justice’: what does it take to theoretically integrate these two crucial parameters in education, in South Africa, and in Sweden? The role of religious and values education under changing circumstances is explored through the diverse contributions, that also challenge the hegemony of a Western understanding of democracy, among other values. The purpose of this is to assess what could now constitute global educational common ground.
650 0 _aEducation.
650 0 _aReligion and education.
650 0 _aReligion (General).
650 1 4 _aEducation.
650 2 4 _aSociology of Education.
650 2 4 _aReligious Studies.
650 2 4 _aSociology, general.
650 2 4 _aReligion and Education.
650 2 4 _aTeaching and Teacher Education.
700 1 _aMannberg, Jan.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789048196272
856 4 0 _uhttp://dx.doi.org/10.1007/978-90-481-9628-9
912 _aZDB-2-SHU
999 _c109054
_d109054