Education in the Context of Religious Pluralism and Human Rights – An Introduction

Abstract

In the contemporary world, increasing focus has been placed on cultural and ideological pluralism. Ever since the works of classical social scientists such as Émile Durkheim and Peter Berger, questions have been raised as to what factors hold societies together, given an increased cultural and ideological pluralism (Berger 1969). Due to modernisation and structural differentiation, as well as urbanisation, increased education levels, mediatisation and global streams of migration, today humans face more alternatives than ever when it comes to values and priorities. As for political and educational institutions, this pluralism from time to time is problematised. Policymakers and self-proclaimed guardians of new generations argue for the need for shared values or a critical discussion of what is sometimes framed as fundamental values (such as ‘British values’ in the United Kingdom, ‘värdegrund’ in Sweden, ‘trosopplæring’ reform in Norway or ‘Leitkultur’ in Germany).