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Religion and All-Day Schools: Impact of All-Day Schools on the Systems of School and Religion

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Abstract The following essay has as point of departure the changes which, by the introduction of all-day schooling, are imposed on schools themselves and on parishes. Against the background of the discussion on religious education in all-day environments and the debate on conceptions for the pedagogy of religion, one suspects to find reciprocal transformation processes in both the school system and religion when clerical actors are taken into account on the conceptual level of all-day schooling. Up to the present, there are hardly any investigations on the involvement of clerical actors, the services they render, and the way in which they are integrated into the conception of school programmes. The current essay fulfils this need by presenting the results of an empirical investigation into religious and church-related services rendered in various types of schools with all-day programmes in Germany/North Rhine-Westphalia, taking into account curricular and extra-curricular activities in the schools. Among other things, it shows a wide range of religious programmes in the curricular as well as extra-curricular activities, and also a wide variety of different religious and clerical collaborative partners. In addition, the programmes show up differences pertaining to school types.


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