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Religious education

About: Religious education is a research topic. Over the lifetime, 9554 publications have been published within this topic receiving 65331 citations. The topic is also known as: faith-based education & RE.


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Journal ArticleDOI
TL;DR: The authors examined how social studies teachers in two private Islamic schools in Michigan understand the concept of citizenship education and the dilemmas they face in teaching for unity and diversity and in helping their students negotiate their civics identities within the American sociopolitical context.
Abstract: This multiple case study examines how 4 social studies teachers in 2 private Islamic schools in Michigan understand the concept of citizenship education and the dilemmas they face in teaching for unity and diversity and in helping their students negotiate their civics identities within the American sociopolitical context. Data were collected through 2 in-depth semi-structured interviews. The study, which was conducted in 2010, reveals 3 dilemmas that Muslim social studies teachers handle in their classrooms. The first is how to find a balance between education for Islamic and American identities, given the increased Islam-phobia in the larger society and the lack of appropriate materials to show the contributions of Muslims to U.S. history and the world. The second dilemma involves the moral roots of teaching civics in Islamic schools and the contestation between moral absolutism and moral pluralism in the process of teaching for Islamic and democratic identities. Finally, social studies teachers...

24 citations

Journal ArticleDOI
TL;DR: In this article, the authors analyze three articles from the November 2008 concordata between the Brazilian government and the Holy See relating to education, focusing on the issue of religious education in public schools.
Abstract: This paper analyses three articles from the November 2008 concordata between the Brazilian government and the Holy See, relating to education. Based on its text and on press reports, the text especially focuses the issue of religious education in public schools within the context defined by the ambiguity of the Brazilian State, between confessionalism and secularism.

24 citations

Journal ArticleDOI
08 May 2017
TL;DR: The authors argue that the dearth of research beyond corporate expatriation is likely due to a common but unnecessarily narrow conceptualization of expatriates as being sent abroad only by an MNC or for-profit business organization.
Abstract: Introduction Over the past 50 years, studies of corporate expatriates and the multinational corporations (MNCs) that employ them have dominated the field of international human resource management (IHRM; e.g. Gonzalez and Negandhi, 1967; Hays, 1971; Ivancevich, 1969; Shetty, 1971). Corporate expatriates are part of the larger cohort of “business expatriates” (see McNulty and Brewster, 2017), represented by people who work for MNCs in the private and for-profit sector, and who are sent by their organizations to work abroad or employed by businesses once already there. Early research on corporate expatriation was, at the time, both novel and insightful (see Adler, 1979; Baker and Ivancevich, 1971; Edström and Galbraith, 1977; Harvey, 1982; Hays, 1974; Henry, 1966; Howard, 1974, 1979, 1980; Imundo, 1974; Lanier, 1979; Megginson, 1967; Miller, 1972; Mincer, 1978; Murray, 1973; Oberg, 1960; Tung, 1981), with extant literature over the last half century providing a broad and well-researched foundation of the issues, challenges and opportunities it presents. Corporate expatriation has thus been well researched in the fields of IHRM (Black et al., 1992; Cavusgil et al., 1992; Pinto and Caldas, 2015; Schuler et al., 1993; Tung, 1988), careers (Cappellen and Janssens, 2005; Carraher et al., 2008; Herman and Tetrick, 2009), international management (IM; Gregersen and Black, 1995; Leung et al., 2011), and international business (IB; Lazarova and Cerdin, 2007; Reiche et al., 2009; Tung, 1984; Wu et al., 2008). Corporate expatriation has been further studied in other disciplines such as demography and population (Green et al., 1999; McKinnish, 2008), anthropology and sociology (Adeney, 1991; Useem et al., 1963; Useem and Useem, 1967), diversity and inclusion (Hutchings et al., 2008; Mahadevan and Zeh, 2015), migration (Favell et al., 2006; Hugo, 2006; Peixoto, 2001), and disaster prevention and management (Wilson and Gielissen, 2004). Despite such an extensive base of literature, missing from our understanding of expatriation is a broader look at global mobility across non-corporate communities. Studies in these areas are not only under-represented, but in some cases virtually non-existent (e.g. sports and arts expatriation). We argue that the dearth of research beyond corporate expatriation is likely due to a common but unnecessarily narrow conceptualization of expatriates as being sent abroad only by an MNC or for-profit business organization. This limited perspective ignores the employees and volunteers of interand non-governmental organizations (NGOs) and governments (armed and civil services), missionary, military, academic, and sports and arts expatriates who work outside their home country for specific organizations but who do not fall under the umbrella of “corporate” expatriation. It also ignores those who have not been sent by their employer but who expatriate of their own

24 citations

Journal Article
TL;DR: In this article, the authors presented a model for religious character building in religious school culture, which can improve student religious character by providing worship facilities, religious ceremonies, and religious symbols.
Abstract: This study aimed to present a model for religious character building in religious school culture.This model can improve student religious character by providing worship facilities, religious ceremonies, and religious symbols. The sample group consisted of 450 students representing grades 4-6 from 5 elementary schools in Jakarta, Indonesia. The data were analysed using the Structural Equation Model (SEM). Based on the statistical analyses, the most important finding of the study was that character education in religious school culture, through provision of worship facilities, religious ceremonies, and religious symbols, had predictive effects on student religious character described by obedience in carrying out the teachings of one’s religions, the practice of religious tolerance towards others, and living in harmony with other religions. Model of improving student religious character should be broadly researched not only with religious character building but also with other factors. This study can address the spiritual needs of students through the model of research results.

24 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
2023206
2022447
2021407
2020591
2019550
2018512