This volume presents the findings of a number of empirical and
theoretical studies on education about religions and worldviews
(ERW) conducted in the Western societies of Britain, Ireland,
Canada, Norway, Finland, New Zealand, Australia and Canada.
Educational programmes about diverse religions and worldviews began
to be investigated and implemented as strategies to encourage
interreligious understanding and social cohesion, particularly
following the 2005 London bombings when a fear of youth
radicalisation and home-grown terrorism became prevalent. In
addition, as a growing number of people in Western societies, and
young people especially, declare themselves to have no religious
affiliation, state actors are currently grappling with the reality
that we are living in increasingly multifaith and non-religious
societies and government education systems have become places of
contestation as a result of these changes. This volume examines ERW
research and policies in a number of diverse places in the hope of
identifying common themes, overlapping insights and best practices
that can inform research and policy for religious literacy and
interreligious understanding in other contexts. This book was
originally published as a special issue of the Journal of
Intercultural Studies.
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