Distributed leadership as a factor in and outcome of teacher action learning

This paper reports an evaluation of Quality Teaching Action Learning (QTAL) projects conducted at New South Wales (NSW), Australia public (state) primary and secondary schools and explores how distributed leadership facilitated and was an outcome of the QTAL projects.The evaluation encompassed all 50 projects at 82 NSW public schools, and nine of these schools were selected and visited for case study by members of the evaluation team. Data were provided through individual project progress reports, journals, interviews and case studies. Schools used funding provided under the Australian Government Quality Teaching Program to release teams of teachers to undertake approved Quality Teaching Action Learning Projects using the NSW model of pedagogy as a framework. Projects were broadly successful in achieving their aims and distributed leadership and teacher learning were important factors in project planning, implementation, and success. Projects resulted in enhanced distributed leadership and leadership capacity in the schools and provided a foundation for further professional learning and change. Conditions facilitating and hindering action learning, distributed leadership, and educational change are highlighted. Copyright 2008 by the INTERNATIONAL ELECTRONIC JOURNAL FOR LEADERSHIP IN LEARNING

Religious literacy leadership in higher education: leadership challenges: case studies

Case studies based on primary research about practical and conceptual dilemmas raised by religious faith in university settings

Religious Literacy Leadership in Higher Education: an analysis of key issues and challenges for university leaders

Conceptual analysis of the role of religion in universities and wider society, intended primarily for Vice Chancellors but relevant more widel

Introduction : Setting the stage

Religion has become a pressing matter in different fields of multicultural European society, which raises the question as to how best to govern religious diversity. What we argue in this book is that a successful governance of religious diversity necessitates the development of religious literacy. As such, religious literacy can be understood in a variety of ways depending on the particular context. This book draws on different empirical case studies concerning Finland, covering traditional Finnish religious movements and issues pertaining to immigration and the growing ethnic and religious diversity of Finnish society. In doing so, it delves, among other matters, into the field of school education and state policies against radicalization and violence.Peer reviewe

Introduction : Setting the stage

Religion has become a pressing matter in different fields of multicultural European society, which raises the question as to how best to govern religious diversity. What we argue in this book is that a successful governance of religious diversity necessitates the development of religious literacy. As such, religious literacy can be understood in a variety of ways depending on the particular context. This book draws on different empirical case studies concerning Finland, covering traditional Finnish religious movements and issues pertaining to immigration and the growing ethnic and religious diversity of Finnish society. In doing so, it delves, among other matters, into the field of school education and state policies against radicalization and violence.Peer reviewe

Introduction : Setting the stage

Religion has become a pressing matter in different fields of multicultural European society, which raises the question as to how best to govern religious diversity. What we argue in this book is that a successful governance of religious diversity necessitates the development of religious literacy. As such, religious literacy can be understood in a variety of ways depending on the particular context. This book draws on different empirical case studies concerning Finland, covering traditional Finnish religious movements and issues pertaining to immigration and the growing ethnic and religious diversity of Finnish society. In doing so, it delves, among other matters, into the field of school education and state policies against radicalization and violence.Peer reviewe

Are codes of ethics promoting religious literacy for social work practice?

As codes of ethics play at least a symbolic, if not educational, role in highlighting and informing professional priorities, 16 codes of ethics for social work practice were examined for references to religion and belief and analysed against the four domains of Dinham’s religious literacy framework. Although religion and belief are mentioned in all but two of the documents, approximately half the surveyed codes only mention religion and belief in respect of either knowledge or skills. Some recognise the need for social workers to be aware of their own biases, but very few recognise the need to explain what is meant by religion and belief, despite these terms being in flux. While codes of ethics can contribute to the development of religious literacy among social workers, this requires social workers who already have some religious literacy to actively participate when codes of ethics are being revised

Do the regulatory standards require religious literacy of U.K. health and social care professionals?

Health and social care professionals need sufficient religious literacy in order to handle the complexities of religious beliefs and practices, including the growing numbers who identify with other belief systems and those who claim to identify with no religion. The extent to which the need for religious literacy has been formalised was examined in an analysis of regulatory frameworks for health and social care professionals in the UK. Although all but one of the regulators make some reference to religion and beliefs, they are silent on the question as to what is meant by religion and beliefs. Some standards include a requirement not to impose one’s own beliefs on others, but there is very little requirement to develop a reflective, self-critical awareness of one’s own stance. Likewise, some standards refer to knowledge and skills required but greater specificity is required for these to be meaningful

Governing Divorce Practices of Somali Finnish Muslims : Does Religious Literacy Matter?

Peer reviewe

“There Is Freedom of Religion in Finland, But…” The Helsinki Mosque Debate

In this chapter, we examine statements of Finnish municipal election candidates regarding plans to build a “grand mosque” and cultural centre in central Helsinki. Despite proclaiming support for the universal freedom of religion, the candidates were hesitant to apply it to the mosque case. Opponents of the mosque project emphasized the Christian heritage of Finland and portrayed the proposed mosque as a channel through which foreign conflicts could enter Finnish society. The mosque was also opposed because it was seen as a “political” project instead of a “religious” one. The proponents of the mosque, in turn, considered it to be a “Muslim church” and therefore entitled to the same treatment as Christian houses of worship. The mosque was also seen as important to the local Muslim community, but very few candidates considered the possibility of the mosque (or Islam) making a positive contribution to the broader society. Besides identifying the key discourses, we reflect on them from a religious literacy perspective.Peer reviewe