With intensified threats to global security from international terrorism worldwide, education systems themselves face these same unprecedented security threats. Schools and universities have become marked loci of interest for the monitoring of extremism and counter-terrorism by security and intelligence agencies. The relationship between education systems and national security is nothing new though - it extends in surprising and unexpected ways into territory which is by turns open and covert, even secret. Acknowledging the genuine political and security concerns which have drawn educational systems ever closer to the intelligence community, this book shows how and why this has happened, and explains why the relationship between education and the security and intelligence communities extends beyond contemporary concerns with counter-terrorism. As the title of this book demonstrates, this is as much an intellectual challenge as a security struggle. Education, Security and Intelligence Studies thus critically engages with multi-disciplinary perspectives on a complex and contentious interface: between systems of often secret and covert national security and intelligence and open systems of national education. Delving into difficult to access and often closely guarded aspects of public life, the book provides the pathfinding groundwork and theoretical modelling for research into a complex of little explored institutional and epistemological interconnectedness between universities and the security and intelligence agencies. This book was originally published as a special issue of the British Journal of Educational Studies.

This timely book offers a critically important contribution to debates around the meeting place of religious and secular worldviews in education. Edited by five leading figures in the field, and drawing on expert international scholarship and research, the book provides cutting-edge analysis that bridges the religious and secular in global educational contexts. Considering the role of the United Nations, UNESCO, OECD and PISA in varied international contexts, the book draws on critical analysis of primary empirical research and secondary critique to offer a coherent blend of theoretically complex yet practical analysis of policy implementation. Throughout this accessible and logically structured volume, the authors assert that the meeting place of religious and secular worldviews is one of the most important and pressing issues for religion in education. As a field-defining work of research into education, religion and worldviews, the book will be essential reading for scholars, researchers and postgraduate students in the fields of religious education, religious studies, philosophy of education and international education.

With intensified threats to global security from international terrorism worldwide, education systems themselves face these same unprecedented security threats. Schools and universities have become marked loci of interest for the monitoring of extremism and counter-terrorism by security and intelligence agencies. The relationship between education systems and national security is nothing new though - it extends in surprising and unexpected ways into territory which is by turns open and covert, even secret. Acknowledging the genuine political and security concerns which have drawn educational systems ever closer to the intelligence community, this book shows how and why this has happened, and explains why the relationship between education and the security and intelligence communities extends beyond contemporary concerns with counter-terrorism. As the title of this book demonstrates, this is as much an intellectual challenge as a security struggle. Education, Security and Intelligence Studies thus critically engages with multi-disciplinary perspectives on a complex and contentious interface: between systems of often secret and covert national security and intelligence and open systems of national education. Delving into difficult to access and often closely guarded aspects of public life, the book provides the pathfinding groundwork and theoretical modelling for research into a complex of little explored institutional and epistemological interconnectedness between universities and the security and intelligence agencies. This book was originally published as a special issue of the British Journal of Educational Studies.

This accessible book provides a basic understanding of the structure and organization of education in the United Kingdom in a time of rapid change and devolved government. It is designed as an introductory guide and reference work for all with an interest in education, including trainee and newly qualified teachers, university lecturers, school-based mentors, and governors and managers. It contains an accessible summary of key issues and contributions from some of the best-known writers in the field.

In recent years a number of popular books have savaged religion arguing it is a dangerous delusion that poisons human societies and relationships. This is but the most recent manifestation of a secularising agenda that has been sweeping contemporary democratic societies since the Enlightenment. This book pushes back against that agenda, examining its key assumptions and arguing that the exclusion of religious people and ideas from education and the public square is both undemocratic and unwise. For the most part the book draws arguments and examples from Christianity, the religious tradition of the authors, but it recognises that many religions share the concerns and possibilities examined. The book examines contemporary expressions of the secularising agenda in Western democracies with particular focus on how that is played out in education. It demonstrates how republican theory understood within a faith perspective provides a shared understanding and substantive basis for education within a Western democracy. It explores the historical connections and disconnections between religion and civic life in the West from ancient to contemporary times and examines religiously based civic action and pedagogical approaches contending both have the potential to contribute greatly to democracy. It will be of value to any who are interested in exploring how democracies can include the voices of all their citizens: the religious and the secular.

In recent years a number of popular books have savaged religion arguing it is a dangerous delusion that poisons human societies and relationships. This is but the most recent manifestation of a secularising agenda that has been sweeping contemporary democratic societies since the Enlightenment. This book pushes back against that agenda, examining its key assumptions and arguing that the exclusion of religious people and ideas from education and the public square is both undemocratic and unwise. For the most part the book draws arguments and examples from Christianity, the religious tradition of the authors, but it recognises that many religions share the concerns and possibilities examined. The book examines contemporary expressions of the secularising agenda in Western democracies with particular focus on how that is played out in education. It demonstrates how republican theory understood within a faith perspective provides a shared understanding and substantive basis for education within a Western democracy. It explores the historical connections and disconnections between religion and civic life in the West from ancient to contemporary times and examines religiously based civic action and pedagogical approaches contending both have the potential to contribute greatly to democracy. It will be of value to any who are interested in exploring how democracies can include the voices of all their citizens: the religious and the secular.

Ideal for students and NQTs, this practical and accessible workbook is designed to develop basic teaching skills, and increase teachersa (TM) knowledge and understanding of teaching citizenship. Filled with practical activities and materials to encourage users to analyze their own learning and performance and underpinned with research findings, this personal workbook can be written in directly to provide a useful record of progress. It also includes case studies, examples of current good practice and a range of tried-and-tested strategies for inspiration and guidance.

Complementing Learning to Teach Citizenship in the Secondary School, this workbook can be used as part of an integrated course or independently as a standalone self-study book.

Ideal for students and NQTs, this practical and accessible workbook is designed to develop basic teaching skills, and increase teachers knowledge and understanding of teaching citizenship. Filled with practical activities and materials to encourage users to analyze their own learning and performance and underpinned with research findings, this personal workbook can be written in directly to provide a useful record of progress. It also includes case studies, examples of current good practice and a range of tried-and-tested strategies for inspiration and guidance. Complementing Learning to Teach Citizenship in the Secondary School, this workbook can be used as part of an integrated course or independently as a standalone self-study book.

Praise for previous editions... 'A comprehensive and illuminating resource on both citizenship and citizenship education.' - David Hicks, Times Educational Supplement What is the role of citizenship? How can it be taught effectively? Learning to Teach Citizenship in the Secondary School is an essential resource for students training to teach citizenship in the secondary school as well as teachers of citizenship looking for fresh ideas and guidance. Written by leading experts in the field, the book is underpinned by the latest research and theory and explores a variety of inspirational approaches to teaching and learning in a subject which provides a critical underpinning to the whole school curriculum. This new, third edition has been comprehensively updated and restructured to emphasise the role of citizenship across the curriculum, exploring a wider range of subjects including geography, modern foreign languages, mathematics and science. Key topics include: historical origins and contemporary contexts developing subject knowledge and skills of enquiry effective lesson plans, schemes of work and assessment citizenship beyond the classroom: community-based work and learning outdoors citizenship across the curriculum: English, drama and media; history, geography and religious education; modern foreign languages; mathematics and science; and RE research in citizenship. Including key objectives and chapter summaries, together with carefully developed tasks to support your own professional development, Learning to Teach Citizenship in the Secondary School is designed to develop theoretically informed good practice in citizenship education. It is a source of support, guidance and creative ideas for all training citizenship teachers and those teaching the subject as non-specialists, and offers specialists new insight into this crucial subject.

Religion has had notable and renewed prominence in contemporary public and political life. Religious questions have also been freshly examined in philosophy and theology, the natural sciences, the social sciences, psychology, phenomenology, politics and the arts. These fields reflect complex, multi-disciplinary understandings of religion, some hostile, some accommodating. For religious education this has all contributed to its own international renaissance. Religious education, in ensuring it is contemporary, shares with these fields the same criticality, the same distance between the study of religion and the religious life. Yet what are the grounds of this modern religious education? Through a systematic historical and contemporary cross-disciplinary analysis, answering this question is the ambitious task of the book. Chapters include: philosophy, theology and religious education the natural sciences and religious education the social sciences and religious education psychology, spirituality and religious education phenomenology and religious education the politics of religious education the aesthetics of religious education. The central problem of all modern religious education remains this: what are the grounds of religious education when religious education is no longer grounded in the religious life, in the life of the holy? Although this primarily appears to be an epistemological problem, it soon becomes a moral and existential one. The book will be of key interest to teachers, theorists and researchers working in religious education.

In an era of intensified international terror, universities have been increasingly drawn into an arena of locating, monitoring and preventing such threats, forcing them into often covert relationships with the security and intelligence agencies. With case studies from across the world, the Routledge International Handbook of Universities, Security and Intelligence Studies provides a comparative, in-depth analysis of the historical and contemporary relationships between global universities, national security and intelligence agencies. Written by leading international experts and from multidisciplinary perspectives, the Routledge International Handbook of Universities, Security and Intelligence Studies provides theoretical, methodological and empirical definition to academic, scholarly and research enquiry at the interface of higher education, security and intelligence studies. Divided into eight sections, the Handbook explores themes such as: the intellectual frame for our understanding of the university-security-intelligence network; historical, contemporary and future-looking interactions from across the globe; accounts of individuals who represent the broader landscape between universities and the security and intelligence agencies; the reciprocal interplay of personnel from universities to the security and intelligence agencies and vice versa; the practical goals of scholarship, research and teaching of security and intelligence both from within universities and the agencies themselves; terrorism research as an important dimension of security and intelligence within and beyond universities; the implication of security and intelligence in diplomacy, journalism and as an element of public policy; the extent to which security and intelligence practice, research and study far exceeds the traditional remit of commonly held notions of security and intelligence. Bringing together a unique blend of leading academic and practitioner authorities on security and intelligence, the Routledge International Handbook of Universities, Security and Intelligence Studies is an essential and authoritative guide for researchers and policymakers looking to understand the relationship between universities, the security services and the intelligence community.

This accessible book provides a basic understanding of the structure and organization of education in the United Kingdom in a time of rapid change and devolved government. It is designed as an introductory guide and reference work for all with an interest in education, including trainee and newly qualified teachers, university lecturers, school-based mentors, and governors and managers.
It contains an accessible summary of key issues and contributions from some of the best-known writers in the field.

For a diversity of reasons - the resurgence of religion in global governance, globalisation, concerns over social and community cohesion, the worldwide growth in religiously inspired extremism - religious education has in recent years, enjoyed an international renaissance. Many theorists and practitioners have added to the debate with a great variety of perspectives. Most have only succeeded in providing a partial view of religion and thus a degraded vision of religion in education. On Holy Ground offers a new approach to the theory and practice of religious education. It will be the only book of its kind to provide a systematic examination of how contemporary theory and pedagogy of religious education are covertly rooted in a variety of aesthetic, philosophical, phenomenological, psychological, scientific, theological, and related cognate disciplines. A major critical review of religious education internationally, On Holy Ground provides an original contribution to the theory and practice of religious education, and a serious and significant challenge to teachers, theorists and researchers in religious education worldwide.

Praise for previous editions... 'A comprehensive and illuminating resource on both citizenship and citizenship education.' - David Hicks, Times Educational Supplement What is the role of citizenship? How can it be taught effectively? Learning to Teach Citizenship in the Secondary School is an essential resource for students training to teach citizenship in the secondary school as well as teachers of citizenship looking for fresh ideas and guidance. Written by leading experts in the field, the book is underpinned by the latest research and theory and explores a variety of inspirational approaches to teaching and learning in a subject which provides a critical underpinning to the whole school curriculum. This new, third edition has been comprehensively updated and restructured to emphasise the role of citizenship across the curriculum, exploring a wider range of subjects including geography, modern foreign languages, mathematics and science. Key topics include: historical origins and contemporary contexts developing subject knowledge and skills of enquiry effective lesson plans, schemes of work and assessment citizenship beyond the classroom: community-based work and learning outdoors citizenship across the curriculum: English, drama and media; history, geography and religious education; modern foreign languages; mathematics and science; and RE research in citizenship. Including key objectives and chapter summaries, together with carefully developed tasks to support your own professional development, Learning to Teach Citizenship in the Secondary School is designed to develop theoretically informed good practice in citizenship education. It is a source of support, guidance and creative ideas for all training citizenship teachers and those teaching the subject as non-specialists, and offers specialists new insight into this crucial subject.

In an era of intensified international terror, universities have been increasingly drawn into an arena of locating, monitoring and preventing such threats, forcing them into often covert relationships with the security and intelligence agencies. With case studies from across the world, the Routledge International Handbook of Universities, Security and Intelligence Studies provides a comparative, in-depth analysis of the historical and contemporary relationships between global universities, national security and intelligence agencies. Written by leading international experts and from multidisciplinary perspectives, the Routledge International Handbook of Universities, Security and Intelligence Studies provides theoretical, methodological and empirical definition to academic, scholarly and research enquiry at the interface of higher education, security and intelligence studies. Divided into eight sections, the Handbook explores themes such as: the intellectual frame for our understanding of the university-security-intelligence network; historical, contemporary and future-looking interactions from across the globe; accounts of individuals who represent the broader landscape between universities and the security and intelligence agencies; the reciprocal interplay of personnel from universities to the security and intelligence agencies and vice versa; the practical goals of scholarship, research and teaching of security and intelligence both from within universities and the agencies themselves; terrorism research as an important dimension of security and intelligence within and beyond universities; the implication of security and intelligence in diplomacy, journalism and as an element of public policy; the extent to which security and intelligence practice, research and study far exceeds the traditional remit of commonly held notions of security and intelligence. Bringing together a unique blend of leading academic and practitioner authorities on security and intelligence, the Routledge International Handbook of Universities, Security and Intelligence Studies is an essential and authoritative guide for researchers and policymakers looking to understand the relationship between universities, the security services and the intelligence community.

Section one of this International Handbook attends to the philosophical and theoretical aspects of inter-religious education. The authors who contribute to this section critique current religious educational practice and offer skills, information and criteria for theory building in the area of inter-religious education. Among the contributors to this section of the International Handbook, one is from the United Kingdom, five are from the Untied Statures of America, two from Africa, and there is one contributor from each of Canada, Latvia and Norway. Two contributors are from the Jewish tradition, one from Islam, one from Orthodox Christianity and the others from a range of different Christian orientations. Their theories and philosophies of inter-religious education are informed by a range of perspectives including human rights, feminist theory and the perspective of Jewish-Christian and inter-religious dialogue.

Section two deals with religious education for inter-religious engagement. The body of scholarship contained in this section argues that religious education needs to provide an empathetic understanding of people, their histories and contexts, and the role of religion in their lives. Of the thirteen scholars who will contribute to this section, one is from the United States of America, two are from Ireland, two are from the United Kingdom, two from Canada and the remaining are from Japan, the Netherlands, New Zealand, Israel, Australia and India. Much of this section draws on recent empirical research and it covers such diverse topics as fundamentalism and ecumenism, critical reflexivity, dialogue between Judaism and Islam, Islamic values and the role of Buddhism in promoting inter-religious education.

Section three analyses the connection between inter-religious education and the promotion of social justice and peace. Indeed a concern for justice and peace is common to all religions and can be the focus of inter-religious education. Among the scholars who will contribute to this section, four are Australian, two are German, and the remaining are from Norway, the United Kingdom, India, the Netherlands and Mumbai. Motifs in this section of the International Handbook cover suffering as a lens for understanding the history of religions, inter-religious tolerance, fundamentalism and fanaticism, peace education, theology and the role and critique of all of these in inter-religious education for social justice and peace.

Section four Inter-religious education for citizenship and human rights brings together a number of religious educators, expert theorists, empirical researchers and those working in international educational policy to examine the role of inter-religious education in promoting citizenship and human rights. Scholars will contribute to this section from Switzerland, England, Australia, France, Finland, Russia, Norway, the United States of America, Germany, Sweden and Japan. The chapters in this section will cover the specifically religious dimensions of policy and practice in human rights and citizenship and will draw on the policies and works of international bodies such as UNESCO as well as providing more local perspectives.

The relationship between religion and human rights is complex. The United Nations' 1948 Declaration of Human Rights arose from the quest to define basic human dignities in the face of extreme cultural and religious persecution. Religion as a cultural phenomenon continues to manifest itself as a force for social and political conflict, institutionalized violence and repression. Yet religions also promote ideals of harmonious living with traditions that enrich contemporary understandings of international human rights with models of love, universal respect and justice. HUMAN RIGHTS AND RELIGION: A READER brings together an outstanding range of sources in a single volume to deal with these and related questions. With cutting-edge theoretical perspectives and reflections on future prospects, the volume includes critical case studies on human rights and the world's religions in a political context and addresses the following questions: What are the critical issues when thinking about religion and human rights? Why do cultural and religious differences present such challenges to international consensus on human rights? Can universal human rights ever be implemented in a world of particular cultural and religious identities? This book is an invaluable and accessible guide to a field of critical importance.