Navigating Between National Religious/Confessional Ideology and Interreligiosity: The Case of Greek-Cypriot Teachers in Religious Education

Abstract

This article examines what resources religious education teachers draw upon, in what ways, and under what conditions, to navigate between national religious/confessional ideology and interreligious values in education. The article is based on a year-long ethnographic research project on religious education in Greek-Cypriot schools. It shows the importance of teachers’ personal and professional biography, political affiliations, religiosity, the sociopolitical context of schools, and the wider society of Cyprus.

Note

Notes

1 We follow Diez de Velasco’s (2007) definition of the “confessional” model as that which deems RE to be a necessary part of the teaching of beliefs and doctrines of a particular religious community.