Religion and Dialogue in the City
Case Studies on Interreligious Encounter in Urban Community and Education
Religious Diversity and Education in Europe,
With contributions by
Anna Lena Ohrt,
Øystein Lund Johannessen,
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Urban spaces throughout Europe are increasingly characterised by a mixture of different religions and worldviews. Being home to a wide range of religious and non-religious groups and individuals does not mean that cities are automatically also spaces of interreligious and interfaith encounters. Whether a city is a venue for interreligious encounter and dialogue, or merely a place where various religions and worldviews exist side by side, is a central question for the continuing social cohesion of modern societies. This volume presents selected findings of the international research project ‘Religion and Dialogue in Modern Societies’ (ReDi) which investigated dialogical practice in the five metropolitan cities Oslo, Stockholm, London, Hamburg and Duisburg. It offers a range of case studies addressing two fields of activity: dialogue and interreligious encounters in the urban space and dialogue in education.
Spannende Studien mit interessanten Ergebnissen!
Martin Schreiner, in: Theo-Web 2/2018, S. 323
Overall the volume contains a wealth of pertinent information as well as topical literature. Its case studies on cities as well as education provide a good basis for further research. It realistically shows that interreligious and intercultural dialogues needs good framing conditions as well as active engagement in well-designed initiatives of individuals and communities so as to be effective. To integrate different religious and non-religious practices of their inhabitants in fast changing secular as well as multicultural societies is one of the big challenges in present European societies. The volume which tackles this rather new field of research can be highly recommended to all engaged in religious education as well as in interreligious dialogue, e.g. in city administrations.
Ingeborg G. Gabriel, in: British Journal of Religious Education 3/2019, p. 362.
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