1. The Challenge of Inclusive Religious Education: European Policy Recommendations, Research and Pedagogy Robert Jackson Warwick Religions and Education Research Unit, UK European Wergeland Centre, Oslo EFTRE Conference: "Challenging RE " Poverty and Social Inclusion as European Issues, Bruges

2. European Commission 2010 2010 the European Year for combating poverty and social exclusion I will concentrate on: ‘Working positively to promote social inclusion’ in relation to religious education policy development and research at the European level

3. UNESCO Delors Report 1996 Learning to know, to do, to live together and to be … Learning to know, to do, to live together and to be … Learning to live together : ‘developing an understanding of others and their history, traditions and spiritual values’ Learning to live together : ‘developing an understanding of others and their history, traditions and spiritual values’ Post 9/11 2001 – Religion in the public sphere – studies of religions for all: a shift in European policy Post 9/11 2001 – Religion in the public sphere – studies of religions for all: a shift in European policy

4. Some Barriers to Inclusion in RE How can inclusive forms of RE be incorporated into educational systems with ‘confessional’ RE? How can inclusive forms of RE be incorporated into educational systems with ‘confessional’ RE? Lack of curriculum time – a general problem! The overcrowded curriculum… Lack of curriculum time – a general problem! The overcrowded curriculum… Essentialist approaches which can exclude children in class: need for inclusion of diversity within religious traditions – pedagogical issues Essentialist approaches which can exclude children in class: need for inclusion of diversity within religious traditions – pedagogical issues Lack of high quality resources Lack of high quality resources Need for high quality teacher training and in- service training Need for high quality teacher training and in- service training Need to know what young people actually want Need to know what young people actually want

5. Challenging RE: Inclusion and RE in Europe Council of Europe Council of Europe OSCE Toledo Guiding Principles OSCE Toledo Guiding Principles European Research: REDCo European Research: REDCo Inclusive pedagogical approaches Inclusive pedagogical approaches Networking and training Networking and training Steps towards inclusion Steps towards inclusion

6. Council of Europe Founded 1949 Founded 1949 47 member states 47 member states Combines project development and political action Combines project development and political actionaims: To protect human rights, pluralist democracy and the rule of law To protect human rights, pluralist democracy and the rule of law To promote awareness and development of Europe’s cultural identity and diversity To promote awareness and development of Europe’s cultural identity and diversity To seek solutions to social problems (eg discrimination against minorities, xenophobia, intolerance) – promotes inclusion To seek solutions to social problems (eg discrimination against minorities, xenophobia, intolerance) – promotes inclusion

7. Policy and Practice: Council of Europe Intercultural Education and the Challenge of Religious Diversity and Dialogue 2002-2008 (DG IV) Ministerial Policy Recommendation 2008; book in English & other languages 2007 Intercultural Education and the Challenge of Religious Diversity and Dialogue 2002-2008 (DG IV) Ministerial Policy Recommendation 2008; book in English & other languages 2007 White Paper on Intercultural Dialogue (2008) White Paper on Intercultural Dialogue (2008) European Wergeland Centre (Oslo) (2006 onwards; inauguration May 2009) European Wergeland Centre (Oslo) (2006 onwards; inauguration May 2009)

8. Intercultural Education and the Challenge of Religious Diversity and Dialogue 2002-08

9. Council of Europe: Cultural argument for inclusion of study of religions How can the study of religions be brought into public education across different systems? How can the study of religions be brought into public education across different systems? All should agree that religions are at least part of human culture All should agree that religions are at least part of human culture Religions could therefore be studied in all states as part of intercultural education Religions could therefore be studied in all states as part of intercultural education Intercultural education seen as an element of education for democratic citizenship Intercultural education seen as an element of education for democratic citizenship

10. Council of Europe Intercultural Education & Religious Diversity and Dialogue 2002- 2008 Intercultural Education & Religious Diversity and Dialogue 2002- 2008 Book in English French, Greek, Norwegian 2007 Book in English French, Greek, Norwegian 2007 Ministerial Policy Recommendation December 2008 Ministerial Policy Recommendation December 2008

11. Recommendation of the Committee of Ministers to Member States on the Dimension of Religions and Non-Religious Convictions within Intercultural Education Principles Principles Objectives Objectives Attitudes Attitudes Educational Preconditions Educational Preconditions Learning Methods Learning Methods Initial and In-service Teacher Training Initial and In-service Teacher Training Research /Evaluation in Teacher Training Research /Evaluation in Teacher Training Go to the appendix! Go to the appendix! Details of free download on EFTRE website, conference programme/keynote speakers/robert jackson Details of free download on EFTRE website, conference programme/keynote speakers/robert jackson

12. Objectives developing a tolerant attitude and respect for the right to hold a particular belief… developing a tolerant attitude and respect for the right to hold a particular belief… nurturing a sensitivity to the diversity of religions and non-religious convictions… nurturing a sensitivity to the diversity of religions and non-religious convictions… promoting communication & dialogue... promoting communication & dialogue... providing opportunity to create spaces for dialogue; providing opportunity to create spaces for dialogue; addressing sensitive or controversial issues addressing sensitive or controversial issues developing skills of critical evaluation and reflection developing skills of critical evaluation and reflection combating prejudice and stereotypes combating prejudice and stereotypes fostering an ability to analyse and interpret impartially fostering an ability to analyse and interpret impartially

13. Educational Preconditions sensitivity to the equal dignity of every individual; sensitivity to the equal dignity of every individual; recognition of human rights as values recognition of human rights as values the capacity to put oneself in the place of others in order to establish … mutual trust and understanding…; the capacity to put oneself in the place of others in order to establish … mutual trust and understanding…; co-operative learning in which peoples of all traditions can be included and participate; co-operative learning in which peoples of all traditions can be included and participate; provision of a safe learning space to encourage expression without fear of being judged or held to ridicule; provision of a safe learning space to encourage expression without fear of being judged or held to ridicule;

14. Initial and In-service Teacher Training Member states… are requested to: provide teachers with initial training & CPD provide teachers with initial training & CPD provide the means to acquire rich and varied teaching resources provide the means to acquire rich and varied teaching resources provide objective and open minded training; provide objective and open minded training; promote education in democracy at all levels; promote education in democracy at all levels; facilitate exchanges/dialogue between pupils from different backgrounds; facilitate exchanges/dialogue between pupils from different backgrounds; establish positive relationships with parents, local community and religious communities (including visiting places of worship); establish positive relationships with parents, local community and religious communities (including visiting places of worship); include research and evaluation include research and evaluation

15. Organisation for Security and Co- operation in Europe (OSCE/ODIHR) Toledo Guiding Principles, 2007 the largest regional security organization formed in 1970s to create a forum for dialogue during the Cold War the largest regional security organization formed in 1970s to create a forum for dialogue during the Cold War security 3 dimensional: politico- military; human; environmental and economic security 3 dimensional: politico- military; human; environmental and economic a standard-setting document on teaching about religions and beliefs in publicly funded schools a standard-setting document on teaching about religions and beliefs in publicly funded schools publication of the TGPs acknowledged by consensus by the 56 Foreign Ministers of the OSCE publication of the TGPs acknowledged by consensus by the 56 Foreign Ministers of the OSCE

16. Toledo Guiding Principles Toledo March 07: interdisciplinary and inclusive drafting group – lawyers, academics, educators Toledo March 07: interdisciplinary and inclusive drafting group – lawyers, academics, educators Varied faith and non-faith backgrounds Varied faith and non-faith backgrounds

17. Toledo Guiding Principles Toledo Guiding Principles on Teaching about Religions and Beliefs in Public Schools 2007 ‘to contribute to an improved understanding of the world’s increasing religious diversity and the growing presence of religion in the public sphere’ ‘to contribute to an improved understanding of the world’s increasing religious diversity and the growing presence of religion in the public sphere’ ‘to assist OSCE participating States in promoting the study and knowledge about religions and beliefs in schools…as a tool to enhance religious freedom and increase tolerance’ ‘to assist OSCE participating States in promoting the study and knowledge about religions and beliefs in schools…as a tool to enhance religious freedom and increase tolerance’

18. OSCE/ODIHRToledo Guiding Principles, 2007 Human Rights argument for Teaching about Religions & Beliefs freedom of religion or belief predicates plurality; freedom of religion or belief predicates plurality; plurality requires tolerance of difference; plurality requires tolerance of difference; tolerance of difference requires at least knowledge and understanding of the beliefs and values of others tolerance of difference requires at least knowledge and understanding of the beliefs and values of others

19. The Toledo Guiding Principles: Contents The Human Rights Framework The Human Rights Framework legal issues in relation to the state legal issues in relation to the state the rights of parents, children, teachers and minorities the rights of parents, children, teachers and minorities Preparing curricula: approaches and concepts Preparing curricula: approaches and concepts Teacher education Teacher education Conclusions and Recommendations Conclusions and Recommendations

20. The Toledo Guiding Principles Respect the right to freedom of religion or belief Respect the right to freedom of religion or belief Cover religions and beliefs Cover religions and beliefs Affirms the role of families and religious/belief organisations Affirms the role of families and religious/belief organisations Support inclusiveness – in preparation of curricula/materials, selection of teachers and in classrooms Support inclusiveness – in preparation of curricula/materials, selection of teachers and in classrooms Advocates state neutrality with regard to religions and beliefs Advocates state neutrality with regard to religions and beliefs

21. The Toledo Guiding Principles Support fair and balanced teaching Support fair and balanced teaching Recommend curricula reflecting Recommend curricula reflecting the historical and contemporary the historical and contemporary the global and the local the global and the local Advocate sensitivity in representing religions and beliefs Advocate sensitivity in representing religions and beliefs Advocate a school ethos that values diversity Advocate a school ethos that values diversity See EFTRE website for url See EFTRE website for url

22. EC Framework 6 REDCo Project 2006-9

23. REDCo findings: views of 14-16s Strong student support for applying democratic principles in classrooms Strong student support for applying democratic principles in classrooms Students see the classroom as a potential ‘safe space’ for dialogue Students see the classroom as a potential ‘safe space’ for dialogue Students want peaceful coexistence based on: Students want peaceful coexistence based on: knowledge about each other’s religions and worldviews knowledge about each other’s religions and worldviews sharing common interests /doing things together sharing common interests /doing things together Many students with a firm commitment not threatened by dialogue with others/learning about others Many students with a firm commitment not threatened by dialogue with others/learning about others But some religious students feel vulnerable But some religious students feel vulnerable

24. Synergy of policy and research OSCE and CoE policies are supported by REDCo research findings OSCE and CoE policies are supported by REDCo research findings OSCE’s human rights approach and the Council of Europe’s broad Education for Democratic Citizenship are supported by REDCo findings OSCE’s human rights approach and the Council of Europe’s broad Education for Democratic Citizenship are supported by REDCo findings REDCo findings show strong student support for democratic principles in school and classroom procedures REDCo findings show strong student support for democratic principles in school and classroom procedures See EFTRE website for book details See EFTRE website for book details Need for contextualisation in each country Need for contextualisation in each country

25. Pedagogies stressing inclusion Interpretive approach Interpretive approach Warwick UK – representation, interpretation, reflexivity Warwick UK – representation, interpretation, reflexivity Dialogical approaches Dialogical approaches Leganger-Krogstad - Norway Leganger-Krogstad - Norway Weisse et al. – Germany Weisse et al. – Germany Ipgrave et al. UK Ipgrave et al. UK

26. The European Wergeland Centre Set up to promote the work of the Council of Europe and its Member States in the fields of Set up to promote the work of the Council of Europe and its Member States in the fields of intercultural education intercultural education human rights education human rights education education for democratic citizenship education for democratic citizenship religion and education are an aspect of each of the above religion and education are an aspect of each of the above Open to all 47 member states of the Council of Europe Open to all 47 member states of the Council of Europe Networking: ‘Share and Connect’ – Please join Networking: ‘Share and Connect’ – Please join ‘Are EFTRE interested in cooperating with a summer-school kind of yearly event on religion in education in Europe?’ ‘Are EFTRE interested in cooperating with a summer-school kind of yearly event on religion in education in Europe?’ Website: www.theewc.org Website: www.theewc.orgwww.theewc.org

27. Steps Towards Inclusion More dialogue with stakeholders (eg religious bodies; education policy makers; professional organisations; public discussion) More dialogue with stakeholders (eg religious bodies; education policy makers; professional organisations; public discussion) European level: CoE Exchanges European level: CoE Exchanges Link European policy and national discussions Link European policy and national discussions Incorporating more countries – S. Europe Incorporating more countries – S. Europe Improved training: A European qualification in RE? EFTRE to link with EWC? Improved training: A European qualification in RE? EFTRE to link with EWC? Networking: European Wergeland Centre – ‘Share and Connect’ – co-operation with EFTRE? Networking: European Wergeland Centre – ‘Share and Connect’ – co-operation with EFTRE? Better resources – EFTRE/EASR collaboration? Better resources – EFTRE/EASR collaboration? Closer links between researchers and teachers – teachers as researchers, action/practitioner research Closer links between researchers and teachers – teachers as researchers, action/practitioner research Developing inclusive pedagogies Developing inclusive pedagogies