Including or excluding religion and worldviews in schools? Finnish teachers' and teacher students' perceptions

How schools navigate between the demands presented by secularisation, and the increasing plurality of religious traditions has become a very topical issue in many European countries, including Finland, in recent decades. The question is both practical and philosophical by nature because the ways in...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Niemi, Pia-Maria [verfasserIn] Kallioniemi, Arto [verfasserIn] Kimanen, Anuleena [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2020

Schlagwörter:	Finnland / Säkularismus / Lehrer / Lehramtsanwärter / Religion / Unterricht / Weltanschauung / Debatte
Schlagwörter:	Religions secularisation teacher education worldviews

Übergeordnetes Werk:	Enthalten in: Journal of beliefs and values - Abingdon : Routledge, 1980, 41(2020), 1, Seite 114-128
Übergeordnetes Werk:	volume:41 ; year:2020 ; number:1 ; pages:114-128

Links:	Link aufrufen

DOI / URN:	10.1080/13617672.2019.1617628

Katalog-ID:	1690880945

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allfields	10.1080/13617672.2019.1617628 doi (DE-627)1690880945 (DE-599)KXP1690880945 DE-627 ger DE-627 rda eng 0 ssgn Niemi, Pia-Maria verfasserin aut Including or excluding religion and worldviews in schools? Finnish teachers' and teacher students' perceptions [2020] Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier How schools navigate between the demands presented by secularisation, and the increasing plurality of religious traditions has become a very topical issue in many European countries, including Finland, in recent decades. The question is both practical and philosophical by nature because the ways in which various beliefs and values are represented in school practices and teaching content profoundly concern the educational mission of the schools. However, despite the topicality of the issue, little attention has been given to teachers' perceptions on whether public schools should, or should not, provide space for various religions and worldviews to become visible within the school life, and how schools should respond in practice to the perceived needs. In order to gain new knowledge on the topic, this study investigated Finnish teachers' and university students' (N = 181) perceptions of the representations of religions and worldviews, based on the perspectives of inclusion and exclusion. The statistical analysis revealed three factors titled as Religiously responsive approach', Secularist approach' and Equal visibility approach'. According to the main findings, current and future educators show various degrees of inter-religious sensitivity but principally supported the equal visibility of various traditions, rather than favouring strongly inclusivist or exclusivist practices. Religions secularisation teacher education worldviews g (DE-588)4017243-0 (DE-627)104585196 (DE-576)208918981 Finnland gnd s (DE-588)4463409-2 (DE-627)231344279 (DE-576)212697676 Säkularismus gnd s (DE-588)4035088-5 (DE-627)10624941X (DE-576)209010703 Lehrer gnd s (DE-588)4130041-5 (DE-627)105705519 (DE-576)209615605 Lehramtsanwärter gnd s (DE-588)4049396-9 (DE-627)106187155 (DE-576)209081880 Religion gnd s (DE-588)4062005-0 (DE-627)106133829 (DE-576)209142065 Unterricht gnd s (DE-588)4065348-1 (DE-627)106119451 (DE-576)209158077 Weltanschauung gnd s (DE-588)4148952-4 (DE-627)105564931 (DE-576)20976869X Debatte gnd (DE-627) Kallioniemi, Arto verfasserin (DE-588)1084657163 (DE-627)848642295 (DE-576)180380338 aut Kimanen, Anuleena verfasserin aut Enthalten in Journal of beliefs and values Abingdon : Routledge, 1980 41(2020), 1, Seite 114-128 Online-Ressource (DE-627)320634914 (DE-600)2024386-8 (DE-576)094752656 1469-9362 nnns volume:41 year:2020 number:1 pages:114-128 https://doi.org/10.1080/13617672.2019.1617628 Resolving-System GBV_USEFLAG_U GBV_ILN_2019 ISIL_DE-Tue135 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_24 GBV_ILN_60 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_100 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_285 GBV_ILN_370 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2034 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_4035 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4700 AR 41 2020 1 114-128 2019 01 DE-Tü135 3597782655 00 --%%-- --%%-- --%%-- n l01 24-02-20 2019 01 DE-Tü135 00 (DE-627)1442044780 KBE 2019 01 DE-Tü135 01 (DE-627)1550364804 AH 2019 01 DE-Tü135 02 (DE-627)1442043253 AX 2019 01 DE-Tü135 03 (DE-627)1442053712 ZF
spelling	10.1080/13617672.2019.1617628 doi (DE-627)1690880945 (DE-599)KXP1690880945 DE-627 ger DE-627 rda eng 0 ssgn Niemi, Pia-Maria verfasserin aut Including or excluding religion and worldviews in schools? Finnish teachers' and teacher students' perceptions [2020] Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier How schools navigate between the demands presented by secularisation, and the increasing plurality of religious traditions has become a very topical issue in many European countries, including Finland, in recent decades. The question is both practical and philosophical by nature because the ways in which various beliefs and values are represented in school practices and teaching content profoundly concern the educational mission of the schools. However, despite the topicality of the issue, little attention has been given to teachers' perceptions on whether public schools should, or should not, provide space for various religions and worldviews to become visible within the school life, and how schools should respond in practice to the perceived needs. In order to gain new knowledge on the topic, this study investigated Finnish teachers' and university students' (N = 181) perceptions of the representations of religions and worldviews, based on the perspectives of inclusion and exclusion. The statistical analysis revealed three factors titled as Religiously responsive approach', Secularist approach' and Equal visibility approach'. According to the main findings, current and future educators show various degrees of inter-religious sensitivity but principally supported the equal visibility of various traditions, rather than favouring strongly inclusivist or exclusivist practices. Religions secularisation teacher education worldviews g (DE-588)4017243-0 (DE-627)104585196 (DE-576)208918981 Finnland gnd s (DE-588)4463409-2 (DE-627)231344279 (DE-576)212697676 Säkularismus gnd s (DE-588)4035088-5 (DE-627)10624941X (DE-576)209010703 Lehrer gnd s (DE-588)4130041-5 (DE-627)105705519 (DE-576)209615605 Lehramtsanwärter gnd s (DE-588)4049396-9 (DE-627)106187155 (DE-576)209081880 Religion gnd s (DE-588)4062005-0 (DE-627)106133829 (DE-576)209142065 Unterricht gnd s (DE-588)4065348-1 (DE-627)106119451 (DE-576)209158077 Weltanschauung gnd s (DE-588)4148952-4 (DE-627)105564931 (DE-576)20976869X Debatte gnd (DE-627) Kallioniemi, Arto verfasserin (DE-588)1084657163 (DE-627)848642295 (DE-576)180380338 aut Kimanen, Anuleena verfasserin aut Enthalten in Journal of beliefs and values Abingdon : Routledge, 1980 41(2020), 1, Seite 114-128 Online-Ressource (DE-627)320634914 (DE-600)2024386-8 (DE-576)094752656 1469-9362 nnns volume:41 year:2020 number:1 pages:114-128 https://doi.org/10.1080/13617672.2019.1617628 Resolving-System GBV_USEFLAG_U GBV_ILN_2019 ISIL_DE-Tue135 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_24 GBV_ILN_60 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_100 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_285 GBV_ILN_370 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2034 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_4035 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4700 AR 41 2020 1 114-128 2019 01 DE-Tü135 3597782655 00 --%%-- --%%-- --%%-- n l01 24-02-20 2019 01 DE-Tü135 00 (DE-627)1442044780 KBE 2019 01 DE-Tü135 01 (DE-627)1550364804 AH 2019 01 DE-Tü135 02 (DE-627)1442043253 AX 2019 01 DE-Tü135 03 (DE-627)1442053712 ZF
allfields_unstemmed	10.1080/13617672.2019.1617628 doi (DE-627)1690880945 (DE-599)KXP1690880945 DE-627 ger DE-627 rda eng 0 ssgn Niemi, Pia-Maria verfasserin aut Including or excluding religion and worldviews in schools? Finnish teachers' and teacher students' perceptions [2020] Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier How schools navigate between the demands presented by secularisation, and the increasing plurality of religious traditions has become a very topical issue in many European countries, including Finland, in recent decades. The question is both practical and philosophical by nature because the ways in which various beliefs and values are represented in school practices and teaching content profoundly concern the educational mission of the schools. However, despite the topicality of the issue, little attention has been given to teachers' perceptions on whether public schools should, or should not, provide space for various religions and worldviews to become visible within the school life, and how schools should respond in practice to the perceived needs. In order to gain new knowledge on the topic, this study investigated Finnish teachers' and university students' (N = 181) perceptions of the representations of religions and worldviews, based on the perspectives of inclusion and exclusion. The statistical analysis revealed three factors titled as Religiously responsive approach', Secularist approach' and Equal visibility approach'. According to the main findings, current and future educators show various degrees of inter-religious sensitivity but principally supported the equal visibility of various traditions, rather than favouring strongly inclusivist or exclusivist practices. Religions secularisation teacher education worldviews g (DE-588)4017243-0 (DE-627)104585196 (DE-576)208918981 Finnland gnd s (DE-588)4463409-2 (DE-627)231344279 (DE-576)212697676 Säkularismus gnd s (DE-588)4035088-5 (DE-627)10624941X (DE-576)209010703 Lehrer gnd s (DE-588)4130041-5 (DE-627)105705519 (DE-576)209615605 Lehramtsanwärter gnd s (DE-588)4049396-9 (DE-627)106187155 (DE-576)209081880 Religion gnd s (DE-588)4062005-0 (DE-627)106133829 (DE-576)209142065 Unterricht gnd s (DE-588)4065348-1 (DE-627)106119451 (DE-576)209158077 Weltanschauung gnd s (DE-588)4148952-4 (DE-627)105564931 (DE-576)20976869X Debatte gnd (DE-627) Kallioniemi, Arto verfasserin (DE-588)1084657163 (DE-627)848642295 (DE-576)180380338 aut Kimanen, Anuleena verfasserin aut Enthalten in Journal of beliefs and values Abingdon : Routledge, 1980 41(2020), 1, Seite 114-128 Online-Ressource (DE-627)320634914 (DE-600)2024386-8 (DE-576)094752656 1469-9362 nnns volume:41 year:2020 number:1 pages:114-128 https://doi.org/10.1080/13617672.2019.1617628 Resolving-System GBV_USEFLAG_U GBV_ILN_2019 ISIL_DE-Tue135 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_24 GBV_ILN_60 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_100 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_285 GBV_ILN_370 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2034 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_4035 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4700 AR 41 2020 1 114-128 2019 01 DE-Tü135 3597782655 00 --%%-- --%%-- --%%-- n l01 24-02-20 2019 01 DE-Tü135 00 (DE-627)1442044780 KBE 2019 01 DE-Tü135 01 (DE-627)1550364804 AH 2019 01 DE-Tü135 02 (DE-627)1442043253 AX 2019 01 DE-Tü135 03 (DE-627)1442053712 ZF
allfieldsGer	10.1080/13617672.2019.1617628 doi (DE-627)1690880945 (DE-599)KXP1690880945 DE-627 ger DE-627 rda eng 0 ssgn Niemi, Pia-Maria verfasserin aut Including or excluding religion and worldviews in schools? Finnish teachers' and teacher students' perceptions [2020] Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier How schools navigate between the demands presented by secularisation, and the increasing plurality of religious traditions has become a very topical issue in many European countries, including Finland, in recent decades. The question is both practical and philosophical by nature because the ways in which various beliefs and values are represented in school practices and teaching content profoundly concern the educational mission of the schools. However, despite the topicality of the issue, little attention has been given to teachers' perceptions on whether public schools should, or should not, provide space for various religions and worldviews to become visible within the school life, and how schools should respond in practice to the perceived needs. In order to gain new knowledge on the topic, this study investigated Finnish teachers' and university students' (N = 181) perceptions of the representations of religions and worldviews, based on the perspectives of inclusion and exclusion. The statistical analysis revealed three factors titled as Religiously responsive approach', Secularist approach' and Equal visibility approach'. According to the main findings, current and future educators show various degrees of inter-religious sensitivity but principally supported the equal visibility of various traditions, rather than favouring strongly inclusivist or exclusivist practices. Religions secularisation teacher education worldviews g (DE-588)4017243-0 (DE-627)104585196 (DE-576)208918981 Finnland gnd s (DE-588)4463409-2 (DE-627)231344279 (DE-576)212697676 Säkularismus gnd s (DE-588)4035088-5 (DE-627)10624941X (DE-576)209010703 Lehrer gnd s (DE-588)4130041-5 (DE-627)105705519 (DE-576)209615605 Lehramtsanwärter gnd s (DE-588)4049396-9 (DE-627)106187155 (DE-576)209081880 Religion gnd s (DE-588)4062005-0 (DE-627)106133829 (DE-576)209142065 Unterricht gnd s (DE-588)4065348-1 (DE-627)106119451 (DE-576)209158077 Weltanschauung gnd s (DE-588)4148952-4 (DE-627)105564931 (DE-576)20976869X Debatte gnd (DE-627) Kallioniemi, Arto verfasserin (DE-588)1084657163 (DE-627)848642295 (DE-576)180380338 aut Kimanen, Anuleena verfasserin aut Enthalten in Journal of beliefs and values Abingdon : Routledge, 1980 41(2020), 1, Seite 114-128 Online-Ressource (DE-627)320634914 (DE-600)2024386-8 (DE-576)094752656 1469-9362 nnns volume:41 year:2020 number:1 pages:114-128 https://doi.org/10.1080/13617672.2019.1617628 Resolving-System GBV_USEFLAG_U GBV_ILN_2019 ISIL_DE-Tue135 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_24 GBV_ILN_60 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_100 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_285 GBV_ILN_370 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2034 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_4035 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4700 AR 41 2020 1 114-128 2019 01 DE-Tü135 3597782655 00 --%%-- --%%-- --%%-- n l01 24-02-20 2019 01 DE-Tü135 00 (DE-627)1442044780 KBE 2019 01 DE-Tü135 01 (DE-627)1550364804 AH 2019 01 DE-Tü135 02 (DE-627)1442043253 AX 2019 01 DE-Tü135 03 (DE-627)1442053712 ZF
allfieldsSound	10.1080/13617672.2019.1617628 doi (DE-627)1690880945 (DE-599)KXP1690880945 DE-627 ger DE-627 rda eng 0 ssgn Niemi, Pia-Maria verfasserin aut Including or excluding religion and worldviews in schools? Finnish teachers' and teacher students' perceptions [2020] Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier How schools navigate between the demands presented by secularisation, and the increasing plurality of religious traditions has become a very topical issue in many European countries, including Finland, in recent decades. The question is both practical and philosophical by nature because the ways in which various beliefs and values are represented in school practices and teaching content profoundly concern the educational mission of the schools. However, despite the topicality of the issue, little attention has been given to teachers' perceptions on whether public schools should, or should not, provide space for various religions and worldviews to become visible within the school life, and how schools should respond in practice to the perceived needs. In order to gain new knowledge on the topic, this study investigated Finnish teachers' and university students' (N = 181) perceptions of the representations of religions and worldviews, based on the perspectives of inclusion and exclusion. The statistical analysis revealed three factors titled as Religiously responsive approach', Secularist approach' and Equal visibility approach'. According to the main findings, current and future educators show various degrees of inter-religious sensitivity but principally supported the equal visibility of various traditions, rather than favouring strongly inclusivist or exclusivist practices. Religions secularisation teacher education worldviews g (DE-588)4017243-0 (DE-627)104585196 (DE-576)208918981 Finnland gnd s (DE-588)4463409-2 (DE-627)231344279 (DE-576)212697676 Säkularismus gnd s (DE-588)4035088-5 (DE-627)10624941X (DE-576)209010703 Lehrer gnd s (DE-588)4130041-5 (DE-627)105705519 (DE-576)209615605 Lehramtsanwärter gnd s (DE-588)4049396-9 (DE-627)106187155 (DE-576)209081880 Religion gnd s (DE-588)4062005-0 (DE-627)106133829 (DE-576)209142065 Unterricht gnd s (DE-588)4065348-1 (DE-627)106119451 (DE-576)209158077 Weltanschauung gnd s (DE-588)4148952-4 (DE-627)105564931 (DE-576)20976869X Debatte gnd (DE-627) Kallioniemi, Arto verfasserin (DE-588)1084657163 (DE-627)848642295 (DE-576)180380338 aut Kimanen, Anuleena verfasserin aut Enthalten in Journal of beliefs and values Abingdon : Routledge, 1980 41(2020), 1, Seite 114-128 Online-Ressource (DE-627)320634914 (DE-600)2024386-8 (DE-576)094752656 1469-9362 nnns volume:41 year:2020 number:1 pages:114-128 https://doi.org/10.1080/13617672.2019.1617628 Resolving-System GBV_USEFLAG_U GBV_ILN_2019 ISIL_DE-Tue135 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_24 GBV_ILN_60 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_100 GBV_ILN_110 GBV_ILN_151 GBV_ILN_224 GBV_ILN_285 GBV_ILN_370 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2034 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_4035 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4700 AR 41 2020 1 114-128 2019 01 DE-Tü135 3597782655 00 --%%-- --%%-- --%%-- n l01 24-02-20 2019 01 DE-Tü135 00 (DE-627)1442044780 KBE 2019 01 DE-Tü135 01 (DE-627)1550364804 AH 2019 01 DE-Tü135 02 (DE-627)1442043253 AX 2019 01 DE-Tü135 03 (DE-627)1442053712 ZF
language	English
source	Enthalten in Journal of beliefs and values 41(2020), 1, Seite 114-128 volume:41 year:2020 number:1 pages:114-128
sourceStr	Enthalten in Journal of beliefs and values 41(2020), 1, Seite 114-128 volume:41 year:2020 number:1 pages:114-128
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institution	findex.gbv.de
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topic_facet	Religions secularisation teacher education worldviews Finnland Säkularismus Lehrer Lehramtsanwärter Religion Unterricht Weltanschauung Debatte
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container_title	Journal of beliefs and values
authorswithroles_txt_mv	Niemi, Pia-Maria @@aut@@ Kallioniemi, Arto @@aut@@ Kimanen, Anuleena @@aut@@
publishDateDaySort_date	2020-01-01T00:00:00Z
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language_de	englisch
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title_sort	including or excluding religion and worldviews in schools? finnish teachers' and teacher students' perceptions
title_auth	Including or excluding religion and worldviews in schools? Finnish teachers' and teacher students' perceptions
abstract	How schools navigate between the demands presented by secularisation, and the increasing plurality of religious traditions has become a very topical issue in many European countries, including Finland, in recent decades. The question is both practical and philosophical by nature because the ways in which various beliefs and values are represented in school practices and teaching content profoundly concern the educational mission of the schools. However, despite the topicality of the issue, little attention has been given to teachers' perceptions on whether public schools should, or should not, provide space for various religions and worldviews to become visible within the school life, and how schools should respond in practice to the perceived needs. In order to gain new knowledge on the topic, this study investigated Finnish teachers' and university students' (N = 181) perceptions of the representations of religions and worldviews, based on the perspectives of inclusion and exclusion. The statistical analysis revealed three factors titled as Religiously responsive approach', Secularist approach' and Equal visibility approach'. According to the main findings, current and future educators show various degrees of inter-religious sensitivity but principally supported the equal visibility of various traditions, rather than favouring strongly inclusivist or exclusivist practices.
abstractGer	How schools navigate between the demands presented by secularisation, and the increasing plurality of religious traditions has become a very topical issue in many European countries, including Finland, in recent decades. The question is both practical and philosophical by nature because the ways in which various beliefs and values are represented in school practices and teaching content profoundly concern the educational mission of the schools. However, despite the topicality of the issue, little attention has been given to teachers' perceptions on whether public schools should, or should not, provide space for various religions and worldviews to become visible within the school life, and how schools should respond in practice to the perceived needs. In order to gain new knowledge on the topic, this study investigated Finnish teachers' and university students' (N = 181) perceptions of the representations of religions and worldviews, based on the perspectives of inclusion and exclusion. The statistical analysis revealed three factors titled as Religiously responsive approach', Secularist approach' and Equal visibility approach'. According to the main findings, current and future educators show various degrees of inter-religious sensitivity but principally supported the equal visibility of various traditions, rather than favouring strongly inclusivist or exclusivist practices.
abstract_unstemmed	How schools navigate between the demands presented by secularisation, and the increasing plurality of religious traditions has become a very topical issue in many European countries, including Finland, in recent decades. The question is both practical and philosophical by nature because the ways in which various beliefs and values are represented in school practices and teaching content profoundly concern the educational mission of the schools. However, despite the topicality of the issue, little attention has been given to teachers' perceptions on whether public schools should, or should not, provide space for various religions and worldviews to become visible within the school life, and how schools should respond in practice to the perceived needs. In order to gain new knowledge on the topic, this study investigated Finnish teachers' and university students' (N = 181) perceptions of the representations of religions and worldviews, based on the perspectives of inclusion and exclusion. The statistical analysis revealed three factors titled as Religiously responsive approach', Secularist approach' and Equal visibility approach'. According to the main findings, current and future educators show various degrees of inter-religious sensitivity but principally supported the equal visibility of various traditions, rather than favouring strongly inclusivist or exclusivist practices.
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title_short	Including or excluding religion and worldviews in schools? Finnish teachers' and teacher students' perceptions
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Including or excluding religion and worldviews in schools? Finnish teachers' and teacher students' perceptions

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