Changes in Religious Education in Response to Growing Diversity: A Comparison of Brazil, Canada and England
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| Title: | Changes in Religious Education in Response to Growing Diversity: A Comparison of Brazil, Canada and England |
|---|---|
| Language: | English |
| Authors: | Solange Lefebvre (ORCID |
| Source: | British Journal of Sociology of Education. 2026 47(3):402-422. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Foreign Countries, Comparative Education, Religious Education, Role of Religion, Christianity, Educational Change, Diversity, Cultural Pluralism, World Views, Ethics, Citizenship, Multicultural Education, Civics, Values |
| Geographic Terms: | Brazil, Canada, United Kingdom (England) |
| DOI: | 10.1080/01425692.2025.2509960 |
| ISSN: | 0142-5692 1465-3346 |
| Abstract: | This article examines the evolving role of religion in public, state-funded schools in Brazil, England, and Canada--three countries where Christianity has historically dominated. It focuses on how religious education (RE) addresses growing diversity. After outlining the historical state-religion relationships shaping contemporary policies, the study draws on new data to analyse how each country's educational system responds to religious and secular pluralism. We identify different national strategies, including incorporating a broader range of religious traditions, emphasising non-religious worldviews, or shifting RE towards ethics, citizenship, and cultural education. These variations are explained by historical trajectories, stakeholder competition, and policy concerns over citizenship, national identity, and social cohesion. Theoretically, the article highlights how RE reflects broader tensions in liberal democracies between fostering civic values, embracing pluralism, and promoting individual autonomy. Finally, it provides a case study of secularisation in RE, illustrating competing educational and political priorities in diverse societies. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502730 |
| Database: | ERIC |
| Abstract: | This article examines the evolving role of religion in public, state-funded schools in Brazil, England, and Canada--three countries where Christianity has historically dominated. It focuses on how religious education (RE) addresses growing diversity. After outlining the historical state-religion relationships shaping contemporary policies, the study draws on new data to analyse how each country's educational system responds to religious and secular pluralism. We identify different national strategies, including incorporating a broader range of religious traditions, emphasising non-religious worldviews, or shifting RE towards ethics, citizenship, and cultural education. These variations are explained by historical trajectories, stakeholder competition, and policy concerns over citizenship, national identity, and social cohesion. Theoretically, the article highlights how RE reflects broader tensions in liberal democracies between fostering civic values, embracing pluralism, and promoting individual autonomy. Finally, it provides a case study of secularisation in RE, illustrating competing educational and political priorities in diverse societies. |
|---|---|
| ISSN: | 0142-5692 1465-3346 |
| DOI: | 10.1080/01425692.2025.2509960 |
