Exploring ‘diversity’ and ‘pluralism’: a sociological analysis of religious education textbooks In the ‘Islamic Republic’ of Iran
Contemporary Iran projects an image of ‘religious monopolism’, with its constitution declaring Shi’ism as the official religion and the census reporting over 99% of its population as Muslims. Within this, 5–15% are Sunnis, a minority recognised by the constitution but not acknowledged as a ‘minority...
| Autore principale: | |
|---|---|
| Tipo di documento: | Elettronico Articolo |
| Lingua: | Inglese |
| Verificare la disponibilità: | HBZ Gateway |
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Pubblicazione: |
2025
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| In: |
British Journal of religious education
Anno: 2025, Volume: 47, Fascicolo: 4, Pagine: 465-484 |
| Altre parole chiave: | B
Iran
B Islamic Education B diversity and pluralism B Textbooks |
| Accesso online: |
Volltext (kostenfrei) |
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| 520 | |a Contemporary Iran projects an image of ‘religious monopolism’, with its constitution declaring Shi’ism as the official religion and the census reporting over 99% of its population as Muslims. Within this, 5–15% are Sunnis, a minority recognised by the constitution but not acknowledged as a ‘minority’. Recognised religious minorities include Zoroastrians, Jews, and Christians, with Christians being the largest (0.16% out of 0.2%). Larger minorities, such as Yarsanis (Ahl-e Haqq) and Baha’is, remain unacknowledged, with Baha’is (and converts) not even allowed to be named. Smaller unrecognised groups include Ismailis, Sufis, Daravish, Hindus, Sikhs, and Yazidis categorised as ‘Others’ and/or ‘Unspecified’ in censuses (0.42% in 2011).The article examines the impact of Shi’ite political ideology after the 1979 Islamic Revolution on the religious education of minorities in modern Iran. It begins with an overview of demographics and the historical representation of religious minorities in education since the 1905–1906 Constitutional Revolution. It then analyses 2009–2010 state-provided Religious/Islamic Education textbooks using a ‘social constructionist’ approach to the meanings of ‘religious education’, ‘diversity’, and ‘pluralism’. The article concludes that while ‘religious diversity’ is partially reflected in Iranian ‘religious education’, the system falls significantly short of ‘religious pluralism’. | ||
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