Abstract

ABSTRACTThis article explores how a group of Greek-Cypriot primary school teachers of Grades 1–6 (ages 6–12) participating in a year-long action research project perceives the aims of religious education in relation to the unresolved political problem that keeps Cyprus ethnically divided and whether religious teaching ought (or not) to promote peaceful co-existence. The study shows that the politicization of religious education in Cyprus reflects deeper framings of the “religiopoly” within education and the society more generally. The findings have implications for teacher training and curriculum reform in understanding the contribution of religious education to peace and interculturalism in conflict-affected societies.

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