The essays collected here are embedded in 10 different national contexts. They track dimensions of 'diversity' in education, social services, jurisprudence, parliamentary proceedings and employment initiatives, and assess their significances for the social actors who must negotiate these frameworks in their daily experience.
This chapter is an introduction to a book in Swedish called: Ramadan-a Swedish tradition. It gives an overview of the history of Muslim immigration to Sweden and also introduces Ramadan. Then it gives short descriptions of the different chapters, where scholars of the study of Religions describe how Ramadan is acknowledged in different Muslim communities in Sweden.
Considering the central of health workers in safeguarding human rights, the OSCE (Organization for Security and Co-operation in Europe) has produced Guidelines on Human Rights Education for Health Workers in the framework of the objectives of the United Nation’s World Programme for Human Rights Education and its Second Phase (2010 to 2014).
The strengthening of education policies in the fields of education for democratic citizenship and human rights lies at the very heart of the work of the Council of Europe, the United Nations Educational, Scientific and Cultural Organization, the Office for Democratic Institutions and Human Rights of the Organization for Security and Co-operation in Europe, and the Organization of American States. These organisations have jointly produced this publication in order to support their member and participating states’ commitment to fostering citizenship and human rights education and improving access to qualit
This is the first issue of the EWC Statement Series, a collection of expert statements, which have been regularly published since the beginning of 2010, on the EWC homepage. Scholars and other education professionals have been invited to publish their views on current research and scholarly debates in the field of Education for Human Rights (HRE), Democratic Citizenship (EDC) and Intercultural Understanding (ICE).
Robert Jackson responds to British Prime Minister David Cameron's representation of multiculturalism, noting that cultural groups are constantly changing, complex and heterogeneous, exhibiting much diversity and some tension over issues such as identity. The representation of religions is equally complex.
In this special issue, the Tidsskrift for Islamforskning has brought the spotlights to the analysis of Islamic institutions and values in the context of the Nordic welfare state.
There is a growing interest among practitioners and within the scientific community in exploring the interrelation between history learning and human rights education. The idea behind this handbook is to further develop existing inspiring practices and to make them available for a wider audience.
This is the introduction chapter to the book: Your heritage and mine: teaching in a multi-religious classroom. The multi-religious character of most societies of our time challenges teachers and students within all levels of education to develop new models for studying religion, ones which can more adequately equip students for their everyday life and professional careers in these societies. In such settings,a confessional study of religion may no longer be sufficient preparation.
The present publication seeks to address this topic of growing interest to many audiences in all the regions of the world, intercultural competences. What are they? Why should do they matter so much today – and why will they matter even more tomorrow?
The EWC Statement Series is a collection of expert statements, which have been regularly published since the beginning of 2010, on the EWC homepage. Scholars and other education professionals have been invited to publish their views on current research and scholarly debates in the field of Education for Human Rights (HRE), Democratic Citizenship (EDC) and Intercultural Understanding (ICE).
This mixed methods research investigates the attitudes of 14-16 years old Estonians towards religion and religious diversity, exploring their views on the role of the school in promoting dialogue and tolerance. The book makes important contributions to discussions about religious education in Estonia and internationally.