16. BVerfGE 52, 223 Order of the First Senate of 16 October 1979 – 1 BvR 647/70 and 7/74 “School prayer in state schools case” Voluntary interdenominational school prayer in interdenominational schools outside religious instruction.

2007 ◽  
pp. 186-203
Keyword(s):  
Religious Instruction ◽  
School Prayer ◽  
State Schools

Religious Instruction in State Schools

1970 ◽  
Vol os-13 (1) ◽  
pp. 45-52 ◽  
Author(s):  
Brian V. Hill
Keyword(s):  
Religious Instruction ◽  
State Schools

scholarly journals Governing Catholic religious education in Italian state schools: Between the revision of the Concordat and social movements, 1974-1984

2017 ◽  
Vol 20 ◽  
pp. 167-184
Author(s):  
Guillaume Silhol
Keyword(s):  
Social Movements ◽  
Religious Education ◽  
Catholic Church ◽  
Social Problem ◽  
Religious Culture ◽  
School Reforms ◽  
Religious Instruction ◽  
State Schools ◽  
The Catholic Church

This article focuses on the redefinition of Catholic religious education in Italian state schools, from compulsory religious instruction into a non-compulsory discipline of “religious culture”, by analyzing how the issue is framed and negotiated by political, religious and educational actors between 1974 and 1984. The negotiations between governmental and Church representatives in the revision of the Concordat led to attempts at a compromise on religious education, its regime and its guarantees for students’ choices. However, social movements and school reforms forced various actors and institutions to reframe it in non-confessional, pedagogical and professional terms in public arenas. “Religious culture”, as a category promoted by teachers and intellectuals, became both a social problem and the main justification for the ownership of the Catholic Church over the problem.

Orthodoxy, Islam, and the Desecularization of Russia's State Schools

2010 ◽  
Vol 3 (2) ◽  
pp. 276-302 ◽  
Author(s):  
Elena Lisovskaya ◽  
Vyacheslav Karpov
Keyword(s):  
Religious Education ◽  
Public Support ◽  
Culture Wars ◽  
Institutional Constraints ◽  
Political Elites ◽  
The West ◽  
Religious Instruction ◽  
Religious Intolerance ◽  
The Social ◽  
State Schools

AbstractThis article explores the social origins and consequences of Orthodox-Muslim tensions surrounding the attempts to find a place for religion in Russia's state schools. It demonstrates that the Orthodox-Muslim tensions are an inevitable outcome of what we define as Russia's pattern of “desecularization from above.” The attempts to restore religious education are carried out by alliances of top religious and political elites, which almost by default focus on the state-run schools. These attempts run into serious social and institutional constraints, and generate considerable Orthodox-Muslim tensions and controversies spilling over to public opinion. On the surface, the Orthodox-Muslim tensions often appear in the form ironically resembling “culture wars” between religious traditionalists and secularists in the West. Our survey data indicate that public support for religious instruction in state-run schools has reached high levels and is infused with a noticeable element of religious intolerance. We predict that further attempts to desecularize Russia's state schools “from above” may have destabilizing effects in society and fuel ethno-religious tensions.

The Politics of Prophecy: The US Culture Wars and the Battle Over Public Education in the Left Behind Series for Kids

2009 ◽  
Vol 2 (1) ◽  
pp. 1-27
Author(s):  
Ann Abate Michelle
Keyword(s):  
Public Education ◽  
The United States ◽  
Culture Wars ◽  
Church History ◽  
Good News ◽  
Cultural Issues ◽  
School Prayer ◽  
Left Behind ◽  
Religious Books ◽  
The Us

This essay argues that in spite of their obvious Biblically-based subject matter, clear Christian content, and undeniable evangelical perspective, the Left Behind novels for kids are not simply religious books; they are also political ones. Co-authors Tim LaHaye and Jerry B. Jenkins may claim that their narratives are interested in sharing the good news about Jesus for the sake of the future, but they are equally concerned with offering commentary on contentious US cultural issues in the present. Given the books’ adolescent readership, they are especially preoccupied with the ongoing conservative crusade concerning school prayer. As advocates for this issue, LaHaye and Jenkins make use of a potent blend of current socio-political arguments and of past events in evangelical church history: namely, the American Sunday School Movement (ASSM). These free, open-access Sabbath schools became the model for the public education system in the United States. In drawing on this history, the Left Behind series suggests that the ASSM provides an important precedent for the presence not simply of Christianity in the nation's public school system, but of evangelical faith in particular.

Tolerance: Circles of Inclusion and Exclusion

2018 ◽  
Author(s):  
Lasse Thomassen
Keyword(s):  
Representational Space ◽  
Legal Case ◽  
Religious Clothing ◽  
The Guardian ◽  
State Schools ◽  
The Way

This chapter on the concept and practice of tolerance makes use of the legal case Begum together with three other cases from the same period: X v Y, Playfoot and Watkins-Singh. The chapter analyses the debates about the cases in two broadsheets: The Guardian and The Telegraph. The cases all concerned the rights of schoolgirls in state schools to wear particular kinds of religious clothing and symbols: two different versions of the hijab, a Christian purity ring, and a Sikh bangle. Examining the way tolerance and difference and identity are articulated across the debates about the four cases, I show how lines of inclusion and exclusion are articulated, existing side by side and competing within the same representational space of British multiculturalism.

Study of level and content of teachers’awareness in prevention and correction of visual impairment of students

2020 ◽  
pp. 54-61
Author(s):  
I. Ryabova ◽  
T. Sobolevskaya ◽  
N. Nezhkina ◽  
D. Chernogorov ◽  
O. Zverev
Keyword(s):  
Visual Impairment ◽  
Educational Organizations ◽  
Educational Training ◽  
School Students ◽  
Modern School ◽  
Visual Disorders ◽  
The Moment ◽  
Moscow School ◽  
State Schools ◽  
Insufficient Knowledge

The problem of preserving the vision of younger generation is one of the most pressing issues not only in the field of health, but also in the field of education. This problem has become especially important in the context of intensification of modern school students' education. Unfortunately, over the past decades, there has been an increase in prevalence of visual impairment of children. Currently there is a special term — «school short-sightedness (Myopia) ". According to many researchers, vision problems begin from the moment the children enter school, and this alarming trend is being detected around the world today. The article presents the results of a survey of Moscow school teachers conducted in January 2020 in order to identify the level and content of their knowledge about visual disorders, awareness of issues of vision protection and methods of work with students, as well as the request for training in activities aimed at preventing and correcting visual disorders of students. 387 teachers from Moscow state schools (31educational complex from different administrative districts of Moscow) took part in the survey. The survey data obtained confirm that today in educational organizations the work on protection of children's vision is episodic, or is not carried out. The reasons for this are insufficient knowledge and lack of special training of teachers in issues of vision protectionof students. All of the above confirms the relevance of development of measures for activities in educational organizations for vision protection, dictates the need to develop both methodological support and educational training programs for teachers aimed at prevention and correction of visual disorders of students.

Principals’ Policy Preferences concerning Accountability: Implications for Key Competencies, Performance Indicators, and Professional Development

1995 ◽  
Vol 5 (5) ◽  
pp. 448-481 ◽  
Author(s):  
R. J. S. Mac Macpherson ◽  
Margaret Taplin
Keyword(s):  
Professional Development ◽  
Performance Indicators ◽  
Policy Preferences ◽  
Development Programs ◽  
Stakeholder Groups ◽  
Key Competencies ◽  
Professional Development Programs ◽  
Accountability Practices ◽  
State Schools

In this paper, we examine the policy preferences of Tasmania's principals concerning accountability criteria and processes, compare their views to other stakeholder groups, and identify issues that warrant attention in principals’ professional development programs. We show that there are many criteria and processes related to the quality of learning, teaching, and leadership that are valued by all stakeholder groups, including principals. We conclude that Tasmanian state schools probably need to review and develop their accountability policies, and that the professional development will need to prepare leaders for specific forms of performance and generate key competencies if more educative forms of accountability practices are to be realised in practice.

A Look Back: Church, state, and Kappan

2021 ◽  
Vol 102 (5) ◽  
pp. 5-7
Author(s):  
Teresa Preston
Keyword(s):  
Public Schools ◽  
Supreme Court ◽  
School Policy ◽  
Policy And Practice ◽  
Religious Instruction ◽  
Look Back ◽  
Diverse World ◽  
Supreme Court Rulings ◽  
Role Of Religion

In this monthly column, Kappan managing editor Teresa Preston looks back at how the magazine has covered questions related to the role of religion in public schools. Authors considered how Supreme Court rulings affected school policy and practice, whether religious instruction is necessary for promoting positive values, and how to encourage respect in a religiously diverse world.

scholarly journals School Choice During a Period of Radical School Reform. Evidence from Academy Conversion in England

2020 ◽  
Author(s):  
Marco Bertoni ◽  
Stephen Gibbons ◽  
Olmo Silva
Keyword(s):  
School Choice ◽  
Large Scale ◽  
English Education ◽  
Limited Information ◽  
State Control ◽  
High Performing ◽  
Opt Out ◽  
Improved Performance ◽  
Expected Benefits ◽  
State Schools

Abstract We study how demand responds to the rebranding of existing state schools as autonomous ‘academies’ in the context of a radical and large-scale reform to the English education system. The academy programme encouraged schools to opt out of local state control and funding, but provided parents and students with limited information on the expected benefits. We use administrative data on school applications for three cohorts of students to estimate whether this rebranding changes schools’ relative popularity. We find that families – particularly higher-income, White British – are more likely to rank converted schools above non-converted schools on their applications. We also find that it is mainly schools that are high-performing, popular and proximate to families’ homes that attract extra demand after conversion. Overall, the patterns we document suggest that families read academy conversion as a signal of future quality gains – although this signal is in part misleading as we find limited evidence that conversion causes improved performance.

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