Links

This project addresses the teaching and learning challenges and the need for successful integration through education of Muslim migrants in Europe, as well as providing officials, directors and teachers in school an understanding of international norms for freedom of religious expression within the framework of respect for human rights. Two noteworthy publications (e-books) that are already available from the project include Islam (Instruction) in State-Funded Schools’- Country Reports and Religion and the Public Law Framework: Islam in State-Funded Schools’ - Proceedings.

Report of the Special Rapporteur. The United Nations Special Rapporteur on freedom of religion or belief, Heiner Bielefeldt, in this report released December 2011, provides an overview of his activities for 2011. He then focuses on the varying meanings of recognition affecting freedom of religion and belief. This is particularly appropriate in the context of education about religions and beliefs, as recognition affects the ability of students to be educated about diverse religions and beliefs. In his conclusions and recommendations, the Special Rapporteur notes the importance of clearly distinguishing between the different meanings within the concept of State recognition, in order to avoid possible misunderstandings that could negatively affect the implementation of freedom of religion or belief, or even undermine its status as a universal human right.

These Guidelines for Educators on Countering Intolerance and Discrimination Against Muslims: Addressing Islamophobia through Education has been jointly developed by the OSCE Office for Democratic Institutions and Human Rights, the Council of Europe and UNESCO, with input from academic experts, teachers and teacher trainees, representatives from intergovernmental organizations  (including UNAOC), and NGOs. The guidelines are meant to help educators to identify manifestations of intolerance and discrimination against Muslims in schools and provide suggestions on preventing and responding to these manifestations.

This study explored the transmission of religious beliefs and values through the education system and the family across different EU countries – Belgium, Germany, Ireland, Malta, and Scotland. It contributed to policy development in the educational arena by highlighting the role of religion in school choice as well as potential tensions between home and school regarding religious formation and practice.

This report , by the Group of Eminent Persons appointed by the Council of Europe, looks at the challenges from intolerance and discrimination in Europe. The report assesses the risks and causes and identifies principles, actors, and proposals for action.

Fifty-nine Georgetown students studying in 26 countries on six continents participated in the Junior Year Abroad Network (JYAN) in 2009-10. This report shares reflections on their time spent living and studying around the globe. Participants wrote letters from abroad dealing with questions of religion, culture, and politics in their host countries.

A discussion on the term "tolerance" versus "mutual respect," particularly in the context of non-Abrahamic religions.

A report on the five-year EU FP6 research project INCLUD-ED (Strategies for Inclusion and Social Cohesion in Europe from Education) thatidentifies ways that schools can contribute to social inclusion, particularly for women, young people, migrants, cultural groups, and people with disabilities.

This study, by PRIO Norway, looks at the links between Afghan madrasasas and their links to religious schools in Pakistan.

This policy brief, based on a longer paper, examines the links between Afghan militancy and Pakistani madrasas, and makes policy recommendations for enhancing oversight and collaboration of Afghanistan's religious schools

This article discusses the European Court of Human Rights’ historic decision in the case of Lautsi v. Italy (November 2009), putting it in the context of current European issues surrounding religious freedom. They also describe responses and some potential consequences.

An executive summary of the evaluation conducted by EIESP (European Institute of Education and Social Policy) of the CEJI School Community Approach, a long-term view to school development involving various actors  to create a positive learning environment respecting diversity and success of all pupils, is now available.

In this comparative study of the US and W. Europe, Rozell points out that survey data in the US shows that people who are familiar with Muslims personally, and also have some basic knowledge of Islam, tend to hold less stereotypical views on Islam and are more tolerant.

The British Office for Standards in Education, Children's Services and Skills has published a report on the state of religious education (RE) in 183 primary and secondary schools. The report emphasizes the need for continuing professional development of teachers.

Second of a two part series on Madaris, this article looks at the impact of alternative delivery models of education in Pakistan, particularly those delivered by NGOs.