From the banning of headscarves in French schools, to the debates in the United States about the Pledge of Allegiance and prayer in school, disputes about the role of religion in schools rage around the world. But why do these controversies exist? What prompts them? Why do certain conflicts arise and what attempts are made to deal with them? How have solutions fared? How are the controversies in one country similar to or different from those in another? In this book, Thomas uses examples from twelve countries, covering all the major world religions and all regions of the world, to examine and answer these questions. He reveals the complexities of the conflicts and shows what brought them about. Using the case studies and applying a uniform approach to analysing each country's particular focus on religion and the schools, he is able to show what these conflicts have in common, how well solutions have worked, and what may lie ahead.
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"Thomas turns his considerable analytical skills not only to delineating religious controversies in 12 nations-France, Japan, England, India, Spain, China, Italy, Pakistan, the United States, Thailand, Australia, and Saudi Arabia-but also to discovering similarities and differences between these controversies and to explaining their contextual development. Furthermore, he investigates the success of recent attempts at resolving issues such as Muslim headscarves being worn in French public schools, teachers singing the Japanese national anthem, and multifaith religious education in schools versus Christian advocacy in England. Belief constituencies, tradition, critical events, and the exercising of power comprise an interpretative scheme that enables Thomas to condense vast amounts of material into fairly brief chapters addressing various perspectives and influences (e.g., tolerance for diversity, influence of anticolonialism, secularity versus religiosity). A very timely book; highly recommended for all libraries." -
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R. MURRAY THOMAS is Professor Emeritus at the Graduate School of Education of the University of California, Santa Barbara. He is the author of Moral Development Theories (Greenwood, 1997), Conducting Educational Research (Greenwood, 1998), and many other books, articles, and book chapters.
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