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ERIC Number: EJ915291
Record Type: Journal
Publication Date: 2011-Mar
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0141-6200
Investigating the Impact of Religious Diversity in Schools for Secondary Education: A Challenging but Necessary Exercise
Bertram-Troost, Gerdien D.
British Journal of Religious Education, v33 n2 p271-283 Mar 2011
Both in academic and public discussions, there is an ongoing debate about the pros and cons of religious diversity in education. Until recently, many arguments used in this debate have not had a strong theoretical basis and often lack empirical underpinning as well. In this paper I go further into the reasons why researching the impact of religious diversity in education is so complicated. Reflections on the findings with regard to religious diversity in education from a European research project on religion, education, dialogue and conflict are taken as a starting point to explore further, both from a conceptual and an empirical perspective, why it is so difficult to answer the question about the impact of religious diversity in education. Among the aspects discussed are the fact that a single definition of "religious diversity" cannot be given. This problematises empirical studies on the impact of religious diversity, since the less clear research concepts are, the higher the risk is of making misinterpretations. A further complication is that the influence of school cannot be strictly separated from other factors of influence. The paper concludes with practical implications for empirical research on religious diversity as possibilities to overcome the difficulties described. Special attention is paid to making use of the perspective of students themselves. (Contains 4 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A