scholarly journals THE PEDAGOGICAL IMPARTIALITY REQUIREMENT IN QUEBEC’S ETHICS AND RELIGIOUS CULTURE CURRICULUM: IS IT CONSISTENT WITH TEACHER AUTONOMY AND CHARTER RIGHTS?

2019 ◽  
Vol 54 (1) ◽  
Author(s):  
Bruce Maxwell
Keyword(s):  
Religious Culture ◽  
Teacher Autonomy ◽  
Ethics And Religious Culture

Religious Rights and Québec's Ethics and Religious Culture Course

2011 ◽  
Vol 44 (3) ◽  
pp. 613-633 ◽  
Author(s):  
Alison Braley
Keyword(s):  
Moral Worth ◽  
Religious Culture ◽  
Religious Values ◽  
Mandated Curriculum ◽  
Parents And Children ◽  
Value Sets ◽  
Children First ◽  
The Right ◽  
Ethics And Religious Culture

Abstract.Until very recently, the “orthodox” liberal view had assumed that the right to the profession and practice of one's own religious values encompassed the right to instil particular religious values in one's children. This view has been challenged by sustained analysis of the role of children within liberal theory, given the basic tenet of the equal moral worth of persons. This strand of liberal thought questions the extent to which parental rights to direct children's upbringing can include a right to form children's basic value sets. With this challenge comes a stronger basis from which to also challenge the idea that parents may legitimately oppose certain aspects of the state-mandated curriculum on the basis that such education may impinge on the values they wish to instil in their children. This paper will examine the controversy surrounding Québec's “Ethics and Religious Culture” course within a framework that seeks to put the interest of children first, as well as how the religious rights of parents and children might be understood in this context.Résumé.Naguère, l'opinion libérale voulait que le droit à la pratique et à la profession de sa propre religion et de ses valeurs comprît le droit d'inculquer ces valeurs religieuses à ses enfants. Depuis un certain temps, cette position est remise en question à la lumière d'une analyse soutenue des droits de l'enfant, vu la primauté du tenant de l'égalité morale de tous les individus dans la pensée libérale contemporaine. Selon cette analyse, il n'est pas acquis que le droit du parent de voir à la formation de l'enfant comprenne le droit de lui imposer des valeurs de base particulières. Cette remise en question donne lieu à une réévaluation plus concrète du droit des parents de s'opposer à certains aspects du programme d'études établi par le gouvernement sous prétexte que ceux-ci nuiraient à leur droit d'inculquer des valeurs particulières à leurs enfants. La controverse au sujet du cours d'éthique et de culture religieuse au Québec est revue dans un contexte qui place en priorité le droit de l'enfant. Il est question du rapport entre les droits des parents et ceux des enfants concernant la religion et l'éducation religieuse.

scholarly journals The Complexities of Neutrality in Teaching Religious Education: The Ethics and Religious Culture Program as Case Study

2016 ◽  
Vol 50 (1) ◽  
pp. 39-50 ◽  
Author(s):  
Arzina Zaver
Keyword(s):  
Religious Education ◽  
State Policies ◽  
Literacy Skills ◽  
Religious Culture ◽  
Ministry Of Education ◽  
Religious Literacy ◽  
Balanced Approach ◽  
Ethics And Religious Culture ◽  
Positive Step

In 2008, the Québec Ministry of Education introduced the Ethics and Religious Culture (ERC) program. Though the ERC is a positive step forward in promoting and fostering much-needed religious literacy skills, the implications of a “neutral” professional posture asked of its teachers have been difficult to translate into the classroom. Neutrality is seen to infringe on a teacher’s sense of autonomy and authenticity. This article traces the concept of neutrality in Québec back to the state policies, showing that neutral pedagogy contradicts the ethics of religious sensitivity and religious literacy that Québec is seemingly promoting. It concludes by offering a more balanced approach to the teaching of religion in the classroom.

scholarly journals L’éducation à la tolérance dans les programmes d’études en vigueur au Québec

2011 ◽  
Vol 40 (3) ◽  
Author(s):  
Simon Lavoie ◽  
France Jutras
Keyword(s):  
Teacher Education ◽  
Social Context ◽  
Cultural Pluralism ◽  
Religious Culture ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Form Part ◽  
A Site ◽  
Ethics And Religious Culture ◽  
The Way

Le contexte social actuel caractérisé par un pluralisme culturel grandissant interpelle directement l’école comme lieu de socialisation et nous renvoie nécessairement à la place de la tolérance dans notre accueil de la diversité. Or, est-ce que la tolérance fait partie des intentions éducatives du Québec? Où en retrouve-t-on des traces? Notre objectif est de relever et d’analyser les différents éléments présents à l’intérieur des programmes de formation québécois qui ouvrent la voie à l’éducation à la tolérance, en nous attardant de façon toute particulière sur le nouveau programme d’Éthique et culture religieuse, qui nous apparaît en être le principal véhicule. The current social context characterized by a growing cultural pluralism calls out directly to the school as a site of socialization and necessarily reminds us of the place of tolerance in our reception of diversity. Now does tolerance form part of Quebec goals for education? Where it is in evidence? Our objective is to point out and analyse different elements that are found in teacher education programs in Quebec that can open the way for education for tolerance by considering in particular the new program of ethics and religious culture that appears to be the main vehicle for introducing it.

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