Governing Religious Diversity In a (Post)Secular Age: Teaching about Religion in French and American Public Schools
With France and the United States as case studies, this article undertakes a transatlantic comparison which aims to explore why and how, in these two constitutionally secular states, religion has come to be reconsidered a legitimate educational and civic requirement over the past three decades. The...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
[2017]
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| In: |
Theo-Web
Year: 2017, Volume: 16, Issue: 2, Pages: 204-222 |
| RelBib Classification: | AB Philosophy of religion; criticism of religion; atheism AD Sociology of religion; religious policy AH Religious education KBG France KBQ North America |
| Further subjects: | B
Laïcité
B Public education B Postsecularism B United States B France B Secularism |
| Online Access: |
Volltext (doi) Volltext (kostenfrei) |
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| 520 | |a With France and the United States as case studies, this article undertakes a transatlantic comparison which aims to explore why and how, in these two constitutionally secular states, religion has come to be reconsidered a legitimate educational and civic requirement over the past three decades. The article retraces how teaching about religion has been integrated into French and American public secondary schools since the 1980s, not only as a mean to manage the challenges of religious diversity in the sphere of education, but also, more generally, to promote a model for the good governance of faith within a secular democratic society. This contribution critically examines these attempts at achieving an inclusive and pluralist education about religion in the context of constitutionally secular states, where religious identities remain highly politicized. | ||
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