This book offers multidisciplinary and inclusive perspectives on children and young people’s spirituality and its research in diverse socio-cultural contexts. It brings together a collection of select research articles that were published over a period of nearly two decades (2003-2021) in the International Journal of Children’s Spirituality (IJCS), to celebrate the journal’s 25th anniversary. Featuring contributions by leading international scholars from U.K., U.S., Canada, Finland, Australia, Hong Kong, and China, this edited volume focuses on different and complementary perspectives on children’s spirituality in diverse and changing contexts. Chapters cover topics such as: the study of children’s spirituality as a natural form of human awareness; a proposed pluricultural approach; the potential contributions of psychoanalytic tradition and cognitive psychology; possible influences of tradition(s), multidisciplinarity and perceptions on understanding children’s spiritual experiences; Christian perspectives on children’s spirituality in relation to living and dying in Quebec, Canada; Finnish pre‐adolescents’ perceptions of religion and spirituality; using technology, specifically tablets, as a component for understanding children’s spirituality; and cyber spirituality. This volume will be an invaluable resource for researchers and postgraduate students majoring in education studies, life, and moral and spiritual education and those majoring in psychology and religious studies.

This volume examines the legal status of religion in education, both public and non-public, in the United States and seven other nations. It will stimulate further interest, research, and debate on comparative analyses on the role of religion in schools at a time when the place of religion is of vital interest in most parts of the world. This interdisciplinary volume includes chapters by leading academicians and is designed to serve as a resource for researchers and educational practitioners, providing readers with an enhanced awareness of strategies for addressing the role of religion in rapidly diversifying educational settings. There is currently a paucity of books devoted solely to the topic written for interdisciplinary and international audiences involving educators and lawyers, and this book will clarify the legal complexities and technical language among the law, education, and religion.

This handbook explores the diversity of religious practice in tribal cultures in India. It looks at the interactive spaces where the religious practices of tribes and other communities have changed and adapted through the years in contemporary India. Tribe as a social category emerged in India during the colonial period; this handbook departs from the conventional approaches to studying ‘tribal religion’ and analyses the intersections of spirituality, rituals, gender and identities within tribal religion through a crosscultural and pan-Indian perspective. Tribes in India follow various religious denominations including Buddhism, Hinduism, Islam, Christianity, and traditional indigenous faiths. The chapters in this volume provide insights into the cross-cultural religiosity of tribes via ethnographic accounts and the study of animism, life cycle rituals, ancestor worship, shrines and religious institutions, revivalism, religious identities, religious conversion, transcendental religious spaces and the space for gender, identity and politics within religious traditions. It also discusses conflicts, contestations, anxieties within and the politics of religious traditions and identities in India and how tribal communities and the state negotiate with these issues. This and its companion handbook, The Routledge Handbook of Contemporary Readings on Tribe and Religions in India: Emerging Negotiations, provide a comprehensive look into the religious life and practices of a very diverse group of tribes in India. This book will be of interest to academics and researchers working in the fields of religion, anthropology, indigenous and tribal studies, social and cultural anthropology, sociology of culture, sociology of religion, development studies, history, political science, folkloristic, and colonialism.

The Society of Children's Spirituality: Christian Perspectives launched in 2003 with its first conference held at Concordia University Chicago, in River Forest, Illinois. An earlier edition of this book, composed of chapters based on presentations from that conference, was published in 2004. In 2018 a decision was made to revise this book from the inaugural conference, updating some chapters and providing a new perspective on the ongoing work of the organization, now called the Children's Spirituality Summit. For example, given the advances in what we are learning from brain research, a chapter on this topic has been extensively updated. What this revised volume provides is a collection of chapters offering theological perspectives, social science research, and insights on ministry practice about the spiritual lives of children: how they relate to God, how this relationship grows, and what helps in promoting the spiritual formation and vitality of children in the home, church, and school This book offers twenty-three chapters by professors, graduate students, social science researchers, and ministry leaders from different denominational traditions addressing a wide range of issues in theory, research, and ministry practice with children. This second edition offers much to learn from, stimulate your thinking, and improve your practice.

To what extent is religion inherently textual? What might the term 'textual' mean in relation to religious faith and practice? These are the two key questions addressed by the eleven thought-provoking essays collected in this volume. Accounts of the content and structure of sacred texts are commonplace. The rather more adventurous aim of this book is to disclose (within the context of religion) the various ways in which meaning can be read of more or less obviously sacred writing and from discourses such as the body, the built and natural environment, drama and ritual.

The field of religion and ecology is an emerging and growing movement that is becoming relevant and influential in the world. It seeks to analyse, encourage, inspire, use, compare, and combine religious traditions to engage and shape environmental issues. Tony Watling seeks to ethnographically analyse this important field and its expressions. In particular, he analyses and compares its explorations of different world religions for ecological themes and the resulting expressions of ecological visions, in what he terms 'religious ecotopias' - idealized, environmentally-friendly re-imaginings of nature and humanity, and correspondingly religion, which seek to influence environmental attitudes.

Rescripting Religion in the City explores the role of faith and religious practices as strategies for understanding and negotiating the migratory experience. Leading international scholars draw on case studies of urban settings in the global north and south. Presenting a nuanced understanding of the religious identities of migrants within the 'modern metropolis' this book makes a significant contribution to fields as diverse as twentieth-century immigration history, the sociology of religion and migration studies, as well as historical and urban geography and practical theology.

A timely collection of sound research addresses father involvement in their children’s education. Promising Practices for Fathers’ Involvement in Their Children’s Education visits a less known side of parent involvement, the side of fathers’ active engagement with their children’s education in the home and that is less visible in the schools. Their contributions from preschool to career decision-making and accessibility to their children’s education are covered in ten chapters, focusing on in-depth research from Canada to Argentina and Korea to Africa.

This study examines ordinary British Muslims' everyday religious socialisation of children in early and middle childhood. It describes how Muslim families in a secular Western context attempt to pass on their faith to the next generation. It is rooted in detailed qualitative research with 60 Muslim families in one British city.

From being on the margins of scholarly debate for much of the past century and a half, religion is being recognized once again as an area of concern for scholars, politicians, and public policy makers, and thus, the role of religious and spiritual education has taken on a new importance. Apart from its socio-political ramifications, the place of religiousness and spirituality in the make-up of individuals has been given renewed prominence through updated brain science, and neuroscientists regularly refer to elements of this brain science in terms such as spiritual intelligence and even mystical consciousness. This book explores many of the new directions being taken in the field of religious and spiritual education, as new developments challenge the priorities of formal education, and open up new avenues for incorporating religion and spirituality into the modern curriculum. It asks whether the educational aims of teachers should be focused on specifically personal development, or whether religious education should be used to develop understanding of more global and social issues such as citizenship, conflict, and ethics. The book also addresses neuroscientific insights, which suggest a need to engage with cognition and emotion in order to create a rich learning environment, something to which a particularly contested subject area like religion and spirituality is well-placed to contribute. This book was originally published as a special issue of the Journal of Beliefs & Values.