Freedom of Religion and Belief in Turkey: Recent Challenges and Recommendations in the Context of European Integration

Dr. Özgür Heval Çɪnar is an associate professor in law at the University of Greenwich, School of Law and Criminology

Introduction

Freedom of thought, conscience, and religion, from which stems the tenets of pluralism, tolerance, and open-mindedness, is one of the most basic freedoms of a democratic society. Several international human rights documents safeguard this freedom (e.g. Art. 9 of the European Convention on Human Rights, ECHR). Turkey is a signatory to these conventions, but in practice, it has rarely lived up to its obligations.

The Justice and Development Party (Adalet ve Kalkınma Partisi – AKP) came to power in Turkey in 2002. The AKP pledged to introduce freedoms and, during 19 years in government, has made some significant legal changes in line with the political criteria of the European Union (EU); this was because Turkey started the accession negotiations for full membership in 2005. However, it has failed to address many restrictions related to the freedom of thought, conscience, and religion. As a result of this failure, Turkey was named in the 2021 report of the United States Commission on International Religious Freedom as one of the countries where the most serious contraventions of religious freedoms take place. In this article efforts will be made to understand the situation as regards the right to freedom of religion and belief in Turkey, concentrating on the most topical issues.

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Islamic Religious Education in Europe: An Increasing Matter of Concern

Leni Franken is a senior researcher and teacher assistant at the University of Antwerp (Belgium)

Against the backdrop of labor migration, family reunification, and the ongoing refugee crisis, the number of Muslims in Europe has increased over the past decades. This has resulted in a growing number of Muslim schools and Muslim students enrolled in Islamic Religious Education in state schools. In the Netherlands, for instance, the number of state-funded Muslim schools has increased from only a few schools in the 1980s to more than 50 schools today. Comparably, the present number of students enrolled in Islamic Religious Education in Belgian state schools is, with more than 20%, twice as many as ten years ago. In addition, an increasing number of students with a Muslim background are enrolled in non-denominational and non-confessional “religion education” classes, which are organized in Danish, Norwegian, and Swedish state schools.

Given this rather new sociological situation, combined with the presence of (violent) Muslim fundamentalism in Europe, “Islamic Religious Education” has become a matter of concern for politicians, religious stakeholders, policymakers, and academics. Hence the book Islamic Religious Education in Europe [1] offers a comparative study of curricula, teaching materials, and teacher training in fourteen European countries. These country reports are followed by multi-disciplinary essays—from the hermeneutical-critical to the postcolonial—addressing challenges posed by teaching about and into Islam.

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Church, State, and Religious Education: Explaining Different Shifts in Europe

Leni Franken is a senior researcher and teacher assistant at the University of Antwerp (Belgium)

This text is a summary of a recent article entitled “Church, State and RE in Europe: Past, Present and Future”, published in Religion & Education

Until the 1970s, Religious Education (RE) in Europe was mainly organized in a denominational and confessional way and aimed at religious socialization in one religious (Christian) tradition. For a long time, this model of mono-confessional RE was not disputed: even though non-Christian religions (for instance Judaism, Islam, and several Eastern traditions) and atheism had some presence in Europe before the 1960s, the majority of citizens belonged to a Christian denomination, and it was the norm to have Christian RE at school.

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