"Why did it take 30 years for American bishops to listen to the victims of Catholic clerical abuse?" Gay Catholic Priests and Clerical Sexual Misconduct: Breaking the Silence is a compelling indictment of Roman Catholic teachings on homosexuality and sexuality. Inspired by The Silence of Sodom: Homosexuality in Modern Catholicism, Mark Jordan's controversial examination of homoeroticism in American Catholic culture, this groundbreaking book examines how the current crisis of clerical abuse affects and stigmatizes gay priests living in a climate of hysteria and condemnation. The book's contributors, an eclectic mix of scholars and clerics, question whether the church can survive centuries of secrets and scandals. In the wake of very real concerns about a possible inquisition launched by the Catholic Church against its gay members, Gay Catholic Priests and Clerical Sexual Misconduct continues the efforts of the Gay Men's Issues in Religion Group of the American Academy of Religion to honor the work of Mark Jordan, who contributes his thoughts on the issues raised by the book. A panel of former Jesuits, a former seminarian with the Congregation of the Blessed Sacrament, a Dominican, a Franciscan, and several feminist authors present different perspectives on gay priests, clerical/ecclesial misogyny, games of power and abuse, and religious scapegoating, writing with eloquence and pain, a great deal of pride, and a touch of justifiable divine righteousness. Gay Catholic Priests and Clerical Sexual Misconduct includes:"Celibate Men, Ambivalent Saints, and Games of Desire", "A Call to Liberation of Gay Catholic Clergy", "Speaking Loud or Shutting Up: The Homosexual-type Problem", "Those Troubling Gay Priests", "Catholicism and a Crisis of Intimate Relations" and much more! Gay Catholic Priests and Clerical Sexual Misconduct: Breaking the Silence is an invaluable resource for academics, members of the clergy, seminarians, chaplains and counselors, and anyone interested in homosexuality and religion.

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.

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.