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Community development is most effective and efficient when it is
situated and led at the local level and considers the social
behaviours, needs and worldviews of local communities. With more
than eight out of ten people globally self-reporting religious
belief, Religion and Development in the Asia-Pacific: Sacred places
as development spaces argues that the role and impact of religions
on community development needs to be better understood. It also
calls for greater attention to be given to the role of sacred
places as sites for development activities, and for a deeper
appreciation of the way in which sacred stories and teachings
inspire people to work for the benefit of others in particular
locations. The book considers theories of 'place' as a component of
successful development interventions and expands this analysis to
consider the specific role that sacred places - buildings and
social networks - have in planning, implementing and promoting
sustainable development. A series of case studies examine various
sacred places as sites for development activities. These case
studies include Christian churches and disaster relief in Vanuatu;
Muslim shrines and welfare provision in Pakistan; a women's
Buddhist monastery in Thailand advancing gender equity; a Jewish
aid organisation providing language training to Muslim Women in
Australia; and Hawaiian sacred sites located within a holistic
retreat centre committed to ecological sustainability. Religion and
Development in the Asia-Pacific demonstrates the important role
that sacred spaces can play in development interventions, covering
diverse major world religions, interfaith and spiritual contexts,
and as such will be of considerable interest for postgraduate
students and researchers in development studies, religious studies,
sociology of religion and geography.
Education is in a constant state of renewal internationally where
it responds to a number of pressing social, political and cultural
issues. Processes of globalization, a number of conflicts and acts
of terror, economic and environmental crises have led to large
waves of migration and asylum seekers arriving in countries with
the hope of finding safer and more stable places to settle. This,
in turn, has led to cultural and religious pluralism being a key
characteristic of many societies with corresponding issues of
belonging and identity. As well, for many people, there has been a
shifting influence of and allegiance away from traditional
religious frameworks with the emergence of new religious movements,
both peaceful and violent, and a rise in popularity of spirituality
and non-religious worldviews which provide alternate frameworks for
living healthy and ethical lives. In order to prepare today's
student for tomorrow's world, one which is confronted by a range of
risks and crises and which is being shaped by rapidly changing
technologies, educators and researchers are investigating new ways
of equipping students to deal with these challenges and
opportunities, including the nurturing of spiritual wellbeing. This
book brings together the voices of many experienced educators to
discuss ways to re-enchant education and re-enliven learning
programs in response to these 21st century issues in an
increasingly global and interconnected world. It examines a range
of international contexts, including secular and religious
educational settings, and provides an avenue for visionary voices
that identify problems and offer solutions to help shape a more
promising education system that will prepare children more
constructively and beneficially to flourish in their future worlds.
Community development is most effective and efficient when it is
situated and led at the local level and considers the social
behaviours, needs and worldviews of local communities. With more
than eight out of ten people globally self-reporting religious
belief, Religion and Development in the Asia-Pacific: Sacred places
as development spaces argues that the role and impact of religions
on community development needs to be better understood. It also
calls for greater attention to be given to the role of sacred
places as sites for development activities, and for a deeper
appreciation of the way in which sacred stories and teachings
inspire people to work for the benefit of others in particular
locations. The book considers theories of 'place' as a component of
successful development interventions and expands this analysis to
consider the specific role that sacred places - buildings and
social networks - have in planning, implementing and promoting
sustainable development. A series of case studies examine various
sacred places as sites for development activities. These case
studies include Christian churches and disaster relief in Vanuatu;
Muslim shrines and welfare provision in Pakistan; a women's
Buddhist monastery in Thailand advancing gender equity; a Jewish
aid organisation providing language training to Muslim Women in
Australia; and Hawaiian sacred sites located within a holistic
retreat centre committed to ecological sustainability. Religion and
Development in the Asia-Pacific demonstrates the important role
that sacred spaces can play in development interventions, covering
diverse major world religions, interfaith and spiritual contexts,
and as such will be of considerable interest for postgraduate
students and researchers in development studies, religious studies,
sociology of religion and geography.
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.
Recent thinking on globalization places risk at the centre of
contemporary life. Yet what if our perception of risk is misplaced?
What if the greatest risk is not terrorism itself but the
conditions that allow terrorism to flourish? This fascinating book
illustrates that elevated perceptions of terrorism-related risks
are having a deleterious impact on many societies, exacerbating
feelings of exclusion among individuals and groups. Via their
exploration of various societies, the expert contributors show that
as a causal factor of terrorism, social exclusion can be remedied
by inclusive, participatory and deliberative measures. They argue
that it would be beneficial to recalibrate counter-terrorism
policies to unite rather than divide multi-ethnic, religiously
diverse and multicultural societies, stressing the importance of
understanding and addressing underlying causes of social tensions.
They also assess how global and domestic forces have impacted on
the prospects for longer term social cohesion in the countries
under review, presenting studies from Western and non-Western
societies such as Algeria, Australia, Russia and the United
Kingdom, to demonstrate that the differences between these
societies are not as stark as is often assumed. This path-breaking
book questions the validity of attacks on multiculturalism. As
such, it will appeal to a wide-ranging audience including
academics, students and researchers in the fields of
counter-terrorism, peace-building, and the sociology of religion.
It will also provide valuable insights to policy-makers in the
areas of immigration, security and community building.
Contributors: W. Aly, V. Andre, Y. Bouandel, G.D. Bouma, S.
Carland, A. Halafoff, P. Lentini, R. Ling, J. Lyons, B. MacQueen,
J. Tirman, D. Wright-Neville, G.M. Yemelianova
This book documents the ultramodern rise of the multifaith
movement, as mulitfaith initiatives have been increasingly deployed
as cosmopolitan solutions to counter global risks such as terrorism
and climate change at the turn of the 21st century. These projects
aim to enhance common security, particularly in Western societies
following the events of September 11, 2001 and the July 2005 London
bombings, where multifaith engagement has been promoted as a
strategy to counter violent extremism. The author draws on
interviews with 56 leading figures in the field of multifaith
relations, including Paul Knitter, Eboo Patel, Marcus Braybrooke,
Katherine Marshall, John Voll and Krista Tippett. Identifying the
principle aims of the multifaith movement, the analysis explores
the benefits-and challenges-of multifaith engagement, as well as
the effectiveness of multifaith initiatives in countering the
process of radicalization. Building on notions of cosmopolitanism,
the work proposes a new theoretical framework termed 'Netpeace',
which recognizes the interconnectedness of global problems and
their solutions. In doing so, it acknowledges the capacity of
multi-actor peacebuilding networks, including religious and state
actors, to address the pressing dilemmas of our times. The primary
intention of the book is to assist in the formation of new models
of activism and governance, founded on a 'politics of
understanding' modeled by the multifaith movement.
This book documents the ultramodern rise of the multifaith
movement, as mulitfaith initiatives have been increasingly deployed
as cosmopolitan solutions to counter global risks such as terrorism
and climate change at the turn of the 21st century. These projects
aim to enhance common security, particularly in Western societies
following the events of September 11, 2001 and the July 2005 London
bombings, where multifaith engagement has been promoted as a
strategy to counter violent extremism. The author draws on
interviews with 56 leading figures in the field of multifaith
relations, including Paul Knitter, Eboo Patel, Marcus Braybrooke,
Katherine Marshall, John Voll and Krista Tippett.
Identifying the principle aims of the multifaith movement, the
analysis explores the benefits and challenges of multifaith
engagement, as well as the effectiveness of multifaith initiatives
in countering the process of radicalization. Building on notions of
cosmopolitanism, the work proposes a new theoretical framework
termed Netpeace, which recognizes the interconnectedness of global
problems and their solutions. In doing so, it acknowledges the
capacity of multi-actor peacebuilding networks, including religious
and state actors, to address the pressing dilemmas of our times.
The primary intention of the book is to assist in the formation of
new models of activism and governance, founded on a politics of
understanding modeled by the multifaith movement."
Education is in a constant state of renewal internationally where
it responds to a number of pressing social, political and cultural
issues. Processes of globalization, a number of conflicts and acts
of terror, economic and environmental crises have led to large
waves of migration and asylum seekers arriving in countries with
the hope of finding safer and more stable places to settle. This,
in turn, has led to cultural and religious pluralism being a key
characteristic of many societies with corresponding issues of
belonging and identity. As well, for many people, there has been a
shifting influence of and allegiance away from traditional
religious frameworks with the emergence of new religious movements,
both peaceful and violent, and a rise in popularity of spirituality
and non-religious worldviews which provide alternate frameworks for
living healthy and ethical lives. In order to prepare today's
student for tomorrow's world, one which is confronted by a range of
risks and crises and which is being shaped by rapidly changing
technologies, educators and researchers are investigating new ways
of equipping students to deal with these challenges and
opportunities, including the nurturing of spiritual wellbeing. This
book brings together the voices of many experienced educators to
discuss ways to re-enchant education and re-enliven learning
programs in response to these 21st century issues in an
increasingly global and interconnected world. It examines a range
of international contexts, including secular and religious
educational settings, and provides an avenue for visionary voices
that identify problems and offer solutions to help shape a more
promising education system that will prepare children more
constructively and beneficially to flourish in their future worlds.
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.
How do contemporary teenagers experience and understand religious,
spiritual, gender and sexual diversity? How are their experiences
mediated by where they go to school, their faith and their
geographic location? Are their outlooks materialist, religious,
spiritual, or do they have hybrid identities? Freedoms, Faiths and
Futures: Teenage Australians on Religion, Sexuality and Diversity
offers powerful insight into how teenagers make sense of the world
around them. Drawing on rich data from a major national study, this
book creates new ways of understanding the complexity of young
people's lives and how school education covering diversity best
addresses their world. This book argues that school education
focused on worldviews is founded on ways of thinking about young
people that do not reflect the complexities of Generation Z's
everyday experiences of diversity and their interactions with each
other. It argues that certain kinds of education in schools can
play a significant role in developing religious literacy, tolerance
and positive attitudes to diversity.
How do contemporary teenagers experience and understand religious,
spiritual, gender and sexual diversity? How are their experiences
mediated by where they go to school, their faith and their
geographic location? Are their outlooks materialist, religious,
spiritual, or do they have hybrid identities? Freedoms, Faiths and
Futures: Teenage Australians on Religion, Sexuality and Diversity
offers powerful insight into how teenagers make sense of the world
around them. Drawing on rich data from a major national study, this
book creates new ways of understanding the complexity of young
people's lives and how school education covering diversity best
addresses their world. This book argues that school education
focused on worldviews is founded on ways of thinking about young
people that do not reflect the complexities of Generation Z's
everyday experiences of diversity and their interactions with each
other. It argues that certain kinds of education in schools can
play a significant role in developing religious literacy, tolerance
and positive attitudes to diversity.
This book documents the structure of religious diversity in
Australia, and examines the strategies used in the context of the
law, migration, education, policing, the media, and interfaith.
Focusing on Melbourne and Tasmania, it articulates the challenges
that confront religious and ethnic minorities, including
discrimination and structural inequalities generated by Christian
and other forms of privilege. It also articulates constructive
strategies that are deployed, including encouraging forms of
belonging, structured ways of negotiating disagreement, and
respectful engagement with difference. Scholars across the West are
increasingly attuned to the problems and promises of growing
religious diversity in a global age, and currently lack good
empirical research on the consequences of that diversity in the
important Australian case. This therefore promises to provide a
rich, well-researched, and timely intervention into an essential
global conversation.
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