Abstract
In this postlude, I meta-reflect on the six articles of this special issue. All authors of the research collective have taken the methodology which Oddrun Bråten has developed for comparative studies as a kind of methodological starting point for their own research. My searchlight are two connected questions. Are the comparative methodologies used fruitful in grasping adequately the past and present interrelationships of religion and education in a particular context? How to avoid that traditional views, policies and practices will hinder a clear sight on the actual facts-of-a-case?
| Original language | English |
|---|---|
| Pages (from-to) | 477-489 |
| Number of pages | 13 |
| Journal | Religion & Education |
| Volume | 48 |
| Issue number | 4 |
| Early online date | 30 Nov 2021 |
| DOIs | |
| Publication status | Published - 2021 |
Funding
Comparative research on religion/worldview and education is really a challenge. Personally, I gained a lot of experience in the REDCo-project, a project that ran from 2006 to 2008 and continued as an extended network from 2009 to 2012. It was the first major inter-European research project on religion and education funded by the European Commission and included eight European countries. Especially, taking up the task of writing the concluding chapter as an exemplary comparative analysis in the first elaborated book while focusing on contexts, debates and perspectives of religion in education as was dealt with in the preceding eight chapters, really made me aware of the complexity of doing comparative research.