The major purpose of this study was going to investigate what kinds and in what degree of religious diversity, religious tolerance, and religious features embedded in national curriculum textbooks for England high school (stage 3&4), and how teachers’ and experts’ responses to them. The research adopted qualitative approach to collect data. Data derived from content analysis, documentary analysis, and individual interview provided significant information to answer the related research questions. The major research findings include the following: (1) British religious education textbooks are compatible with historical traditions, cultural diversity of social context, and value speculation; (2) British thematic textbook design respond to the requirements of the examination bureau and the needs for classroom teaching; and (3), the British Religious Education textbooks present more multi-religious knowledge, multi-religious core values, and multi-religious education literacy, if compared with British History textbooks and Taiwan’s textbooks. Finally, the research provided some enlightenment for Taiwan’s religious education related to curriculum materials and religious issues based on the major findings.
|Effective start/end date||2017/08/01 → 2019/01/31|
- multicultural education
- religious education
- England high school
- national curriculum
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