PHED-UE 1016
Religion and Public Education in an International Context
An Undergraduate Honors Seminar
Spring Semester, 2014
Monday/Wednesday 12:30-1:45
7 E 12th Street, Room 129 – Plus travel
Instructor: James W. Fraser
635 East Hall
212 998 5413
jwf3@nyu.edu
Graduate Research Assistant:
Noah Kippley-Ogman
nko207@nyu.edu
Course Description and Objectives
The purpose of this course on religion and public education in an international context is
for us to engage together in a critical analysis of what continues to be an important
contemporary issue. The seminar will involve students in the ongoing public debates
about the uneasy relationship of religion and public education in the United States,
England, France, and a non-European country of the student’s choice. Participants in the
course will examine the issue from a variety of perspectives:

Through readings, research, and site visits to specific schools, we will explore the
different approaches to the place of religion in the public schools in the United
States (with its long standing and much debated commitment to the separation of
church and state), and other countries that have a different approach to the
teaching of religion from mandated religious observances to a ban on any
engagement with religion.

An historical examination of the links of religion and public education in the
United States from the growth of public schools as essentially Protestant parochial
schools in the early nineteenth century, to the development of dissenting models,
especially Roman Catholic Parochial schools, to the many battles about the issue
in the twentieth century. The U.S. experience will then be used as a base for
comparisons with developments in the other very different countries under
consideration.

A political review of the debates of the last two decades, such as renewed calls for
school prayer and vouchers and other forms of support for religious schools in the
United States, the debate over the prohibition of head scarfs for Muslim women in
French schools, etc.

A pedagogical analysis of the options facing teachers and others who want to
approach the issue of religion in U.S. schools with respect and seriousness in
increasingly diverse but sometimes religiously intolerant settings. It is one thing
to analyze the relationship of religion with public education, either historically or
in terms of contemporary public policy. It is quite another to teach in a
contemporary school classroom and find one's way through the competing
demands of students, parents, community organizations, and the makers of current
curriculum standards. It would be irresponsible for a course such as this one to
examine history and policy without also attending to issues of pedagogy.
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Learning Objectives
In light of the above readings, class discussions, and experiences with schools in the
United States and elsewhere, participants in the course should be able to:
 Understand the fundamental differences between the ways the topic of religion is
treated in the schools of the United States and other nations with some depth
including understanding of subtle differences such as between the U.S. doctrine of
“separation of church and state,” the religious establishment in England, French
“secularism” and other approaches to religion in public schools elsewhere.
 Understand in a meaningful way the arguments put forward by proponents and
opponents of current policies within each society as well as between societies.
 Understand the cultural context that leads to different policies, not judgment calls
as to the correctness of these policies in general.
 Make specific links between the course material and possible career plans in
public schools, private religious schools, as academic researchers, parents, and
citizens.
Academic Integrity
All students are responsible for understanding and complying with the
NYU Steinhardt Statement on Academic Integrity. A copy is available here
http://steinhardt.nyu.edu/policies/academic_integrity.
Students with Disabilities
Students with physical or learning disabilities are required to register
with the Moses Center for Students with Disabilities, 719 Broadway, 2nd
Floor, (212-998-4980) and are required to present a letter from the
Center to the instructor at the start of the semester in order to be
considered for appropriate accommodation.
http://www.nyu.edu/csd/
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Assigned Textbooks
All participants in the seminar will read:
James W. Fraser, Between Church and State: Religion & Public Education in a
Multicultural America (New York: St. Martin’s Press, 1999).
Facing History and Ourselves, What Do We Do With Difference? France and the Debate
Over Headscarves in Schools (Boston: Facing History and Ourselves, 2011).
Warren A. Nord and Charles C. Haynes, Taking Religion Seriously Across the
Curriculum. (Alexandria, VA: Association for Supervision and Curriculum
Development, 1998).
Plus Reading packet including “A Review of Religious Education in England and U.S.,”
Supreme Court Cases, etc. available from Advanced Copy, 552 LaGuardia Place.
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Course Schedule
Introductions
Monday, January 27, Introductions to each other and to the course. Why is religion such
a controversial issue? A case study look at the new regulations governing religion in the
schools of Quebec, Canada.
Assignment—In class each person will write a short editorial in response to the proposed
Quebec Charter limiting overt religious expression in places like schools. These will not
be graded but will be used for class discussion and will be collected for later review.
Religion in the Schools of the United States, Reviewing a Long History
Wednesday, January 29—Church, State, and School in the Constitution and Common
School Era
The primary framing of the First Amendment and the various opinions held by
Americans in the early Republic from the proponents of the emerging common
school (secular or Protestant?) to the advocates for Catholic parochial school.
Assignment for January 29—Read the introduction and chapters one, two and three of
Between Church and State (pp. 1-65) and come to class prepared to discuss.
Monday, February 3—Whose Prayers, Whose Bible, Whose Science?
Religion, education, and enculturation for marginalized groups.
The importance of the Scopes Trial
Assignment for February 3: Read Between Church and State, chapters four, five, and six
(pages 67-126) and come to class prepared to discuss
Wednesday, February 5—Culture Wars and Constitutional Wars about the Place of
Religion in Public Schools in the Twentieth Century
Tensions that fracture effort to create a common culture
Locating schooling as a religious and secular enterprise in the twentieth century.
Assignment for February 5: Read Between Church and State, chapters seven and eight
(pages 127-182) and come to class prepared to discuss
Monday, February 10—The Supreme Court and Religion
The class session will focus on further understanding of the different approaches
to religion in the schools of the United States beginning with an analysis of
changing and challenging U.S. Supreme Court Decisions.
Assignment for February 10—Before coming to class, read the following Court cases
from the Course Packet:
Everson v. Board of Education (1947) [bus transportation for religious schools]
Illinois ex rel. McCollum v. Board of Education (1948), and
Zorach v. Clauson (1952) [use of school facilities for religious instruction]
Engle v. Vitale (1962) [prayer in the public schools]
Abington v. Schempp (1963) [prayer and Bible reading in school]
Agostini v. Felton (1997) [remedial services for religious school students]
Good News Club v. Milford Central High School (2001) [religious groups on campus]
Zelman v Simmons-Harris (2002) [public funds for vouchers for parochial schools]
Newdow v. Elk Grove (2002) [“under God” in the Pledge of Allegiance]
Guest: John Sexton
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Wednesday, February 12: Recent Developments in Politics and Practice
In this class session we will continue to examine the growing role of the Supreme
Court as arbiter of many church-state issues, the so-called “culture wars” around
prayer, Bible reading, and the teaching of evolution, and the increasingly strong
debates about public funding through vouchers and charter schools for private
religious schools. We will also look at the disparity between local practice and
federal law
Assignment for February 12: Read Between Church and State, chapters nine and ten
(pages 183-240) and Charles C. Haynes, “Getting Religion Right in Public Schools” in
Phi Delta Kappan 93, no. 4 (December 2011): 8-14 and Ted Purinton and Vicki Gunther,
“Closing Schools for the Holidays—Whose Holidays?” in Phi Delta Kappan (December
2011): 33-37 available in the Course Packet and come to class prepared to discuss.
Draft of paper on Religion and Education in the United States (see assignments) due
electronically to the instructors by Friday February 14. See assignments
Monday, February 17—President’ Day—NYU School Holiday
Wednesday, February 19—Review of Schooling in the United States, Between Church
and State, and first course paper.
Assignment for February 19—Bring a hard copy of the draft paper that you submitted on
February 14 to class. We will review papers in class and you will have an opportunity to
submit a revised paper for grading by Friday February 21.
Religion, Education, and the Schools of England and France
Monday February 24—Religion in the Schools of England: Examining a 21st Century
Religious Establishment
Religion plays a very different role in schools in England and Wales than it does
in the United States and the difference can be jarring at first. We will look at the
English system, consider why religion has the role it does in publicly funded
schooling in England. We will give special attention to laws and customs
regarding collective worship and the conscience clause in English schools.
Assignment for February 24: Read “A Review of Religious Education in England”
(October 2013), J. Gill, “The Act of Collective Worship: Pupils’ Perspective” and M. R.
Louden, “The Conscience Clause in Religious Education and Collective Worship,” in
Course Packet and come to class prepared to discuss.
Guest (via skype): Professor Jo Pearce, Institute of Education, University of London.
Wednesday, February 26—Preparing for Travel. We will spend this class session
reviewing the schedule for our school visits in London and Paris, opportunities for free
time, and NYU regulations and expectations for anyone traveling for a university
program.
Guests: Staff from the Office of Global Programs
Monday, March 3—Continued discussion of Religion in the Schools of England
Assignment for March 3—Review readings from February 24.
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Wednesday, March 5— Religion in the Schools of France: The Headscarf Controversy as
a Way to Understand French Secularism
Assignment: Read What Do We Do With Difference? France and the Debate Over
Headscarves in Schools and come to class prepared to discuss it.
Guest: Adam Strom, Facing History and Ourselves
Monday, March 10—Continuing the discussion of Religion in the Schools of France.
How do we understand French cultural attitudes?
Guest: Stephanie Hull
Wednesday, March 12—Review of the ways schools in England and France handle issues
of religion and preparation for our travel to London and Paris.
 What do we look for in schools in London and Paris?
 How do we need to plan and what do we need to take to have a good trip?
The Week of March 17-21: On Site: Visits and Discussions with English and
French Educators
Saturday, March 15—AA #106, departs JFK at 7:25 p.m.
Sunday, March 16—Flight # 106 arrives in London at 7:35 a.m. breakfast and tour of
London, afternoon free, welcome dinner at 6:00 p.m., evening free
Monday, March 17—School Visits in the morning. Afternoon and evening free to see
London. Meet in hotel lobby for travel to first school visit.
Tuesday, March 18—School visits in the morning, classes at the Institute of Education in
afternoon and evening. Meet in hotel lobby for travel to London school and Institute of
Education
Wednesday, March 19—Meet in hotel lobby at 7:00 a.m. for travel to school in the
English countryside. Please be sure to check out before departing. We will not return to
the hotel. Day long visit to school followed by 5:31 p.m. London-Paris train. Dinner on
your own on the train. Arrive in Paris at 8:47 p.m. and check in to hotel.
Thursday, March 20—Visits to English classes in Paris schools followed by discussion
Friday, March 21—Tour of cultural sites in Paris
Saturday, March 22—Free day to see Paris. Farewell dinner
Sunday, March 23—Depart hotel at 7:00 a.m. for AA flight #45; arrive JFK at 1:40 p.m.
Monday, March 24: No class session, time to recover from the trip
Wednesday, March 26: Making Sense of It All—Putting the Pieces Together
We will begin a process of integrating the seminar readings and discussions and the site
visits into a more coherent understanding of three quite different approaches to the place
of religion in the public schools of western democracies. We will ask: How Do the
different approaches to religious instruction and observance reflect different national
cultures, values, and approaches to religion, morality, and the nation-state?
Assignment: Bring the journals you have written during the school visits (see
assignments) to class on Wednesday March 26.
Paper on Religion and Education in England and France due by end of day, Monday,
March 31.
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Religion and the Schools—Looking beyond North America and Europe
Monday, March 31—Continuing the Integration—Adding Complexity to the
Conversation—What Do Other Nations do about the topic of Religion in the schools.
Case Studies of the place of religion in public education in countries such as Jamaica,
Cuba, Ghana, Israel, or Afghanistan.
The class session will include an overview of the many diverse ways that other
nations handle religious issues in the schools. During class we will divide into
study groups to report on the nature of the issue in class next week.
Wednesday, April 2—Case study—Religion and the schools of Afghanistan
Guest: Professor Dana Burde
Monday April 7—Case Study—Religion and Sex Education in the schools of Africa and
beyond.
Guest: Professor Jonathan Zimmerman
Wednesday April 9—Case Study—Religion in the schools of the Caribbean: Jamaica,
Cuba and the Cayman Islands.
Guest: To be determined
Monday April 14 and Wednesday, April 16: No whole class meeting.
Study Groups on their own to prepare reports. Please be conscious that Passover begins
at sundown on Monday April 14 and plan around individual observances. While we will
not meet as a whole class, it is important that each study group use this time to meet and
plan. It is a full workload preparing for class on April 21. Instructor and Graduate
Research Assistant will be available on call through the week to help plan sessions.
Monday, April 21—International Scan of Religion and Education
Each of the regional study groups will have prepared a poster indicating the major tenants
of their nation’s or region’s approach to the teaching of and about religion in its schools
and we will tour the poster session. (We will spend time in class explaining a “poster
session” and the expectations of each group. It will be important to provide as critical but
also as objective and appreciative a report as is possible. Each group will be responsible
for attending to pedagogy (teach us well and keeping us interested) as well as content
(making sure we know the basic information about the group under consideration) of the
poster itself and the way it is described to the class.
Wednesday, April 23—International Scan of Religion and Education continued
Following Monday’s group presentations/poster sessions we will have a whole class
discussion of what we learned about from our international scan. Class discussion will
focus on an overview of the current status of the role of religion in the public schools in
selected countries around the world today and our take away in terms of understanding
the place of religion in schooling in an international context. Group members should be
prepared to continue to teach the class about their region.
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Back to the United States—Finding a way forward
Monday, April 28—Teaching Religion, Teaching About Religion, Teaching Religious
Students
Among the topics for discussion will be:
 Teach the Literature ("Bible as Literature" courses) [but of course, the Bible is not
primarily literature]
 Teach the World Religions--They are a part of History/ Society/ Culture
 Teach the Conflict: Historically and Culturally
 Teach Ethics without Religion
 Skip the Whole Thing
 Integrating religion into the curriculum vs. teaching it as a separate subject
 Tolerance, Respect and Understanding/a multicultural approach
Assignment for April 28: Please read Warren A. Nord and Charles C. Haynes, Taking
Religion Seriously Across the Curriculum. We will focus on a class discussion of Nord
and Haynes and on the issues of teaching religion as a subject and teaching students who
bring a religious perspective to many different subjects including the approach of
religiously conservative students to evolutionary biology, religious holidays, and very
secular students who do not “get” discussions about religion. A book review of the Nord
& Haynes book is due by Friday May 2.
Wednesday, April 30—A Look at New York. In light of our studies of other national
approaches to the topic of religion, what do we see happening in New York City public
schools. Details to be arranged.
Monday, May 5—Looking back on what we learned. What are the strengths and
weaknesses of various approaches to religion in the schools?
Wednesday, May 7—In light of what we now know about the way religion is handled in
schools in many countries around the world and about the American constitutional
separation of church and state, what do you recommend for a national policy regarding
the teaching of religion in the United States?
Assignment for May 7—In preparation for this class session, please write a 600-800 word
op ed that does two things: advocating what you think should be the best approach to
religious topics in schools of the United States and also responding to the new proposed
policies in Quebec. We will use class time to compare your judgments with those you
made at the first class session. Revised op eds are due to the instructors by Friday May 9.
Monday, May 12
Evaluation and Wrap Up. What Did We Learn? Where do we go from here?
Monday May 19
Take Home Exam due
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Course Assignments and Grading
1) All participants in the course are expected to read regularly and participate
actively in the course. Participation in all meetings of the seminar—in New York,
London, and Paris—and school visits in all three cities—is essential as is evidence
of being informed by the assigned readings. [20% of the final grade.]
2) At the end of each section of the course a 4-5 page (double space) paper is due
electronically to both instructor and graduate assistant as follows:
 Draft due by February 14, final paper by February 21—a paper on Religion and
Education in the United States. You will identify one key issue under
discussion—for example the role of government supported missionaries with
American Indians, or the long controversy over evolution in the schools from the
Scopes Trial to the present, or the battles over prayer and Bible reading in the
schools, or the controversy surrounding any U.S. Supreme Court case—and
present both an historical overview of the issue, based on at least two out of class
resources as well as texts studied in class, and also your own opinion based on the
evidence you have used.
 By March 31—a paper exploring a significant issue regarding religious
observance—or the lack thereof—in schools in England or in France. You should
explore a specific issue—be it the French prohibition of headscarf wearing or the
English requirement for formal religious observances or a curriculum that
includes attention to multiple religions—using at least one out of class resource in
addition to citing both course readings and you observations in schools in England
or France and, again state your own opinion using the same evidence.
 By Monday April 28—You should present an individual paper based on your
participation in your group’s work exploring how the country you selected deals
with both religious observance and the academic study of religion—or again the
lack of one or both. This project should summarize in a page or less the
presentation (poster) that your group gave the class and then explore one aspect of
the topic further using at least two sources in addition to the class presentation by
the guest lecturer.
 Finally by Friday May 2 you should write a book review of Warren A. Nord and
Charles C. Haynes, Taking Religion Seriously Across the Curriculum. The review
should provide an overview of the major topics discussed in the book (one page
maximum) and a discussion of your own recommendations for “taking religion
seriously” in U.S schools. The discussion must reflect a clearly stated opinion—
which may or may not be the same as that of Nord and Haynes—but which must
be bolstered by other readings, constitutional arguments, observations in schools,
and your judgments about American culture.
[Each paper will count as 10% of the final grade—together they are 40%.]
3) Please keep a journal of your school visits in New York, London, and Paris. What
did you notice in these schools that surprised you? When did you see elements of
religious issues introduced? By teachers? By students? By textbooks or other
materials? What was the response? Copies of these journals should be shared
with the instructor on Wednesday, March 26. Journals will not be collected but
must be cited in other papers. [10 % of final grade plus a part of the grade for
other papers and the final exam all of which are expected to cite the journal.]
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4) On Monday March 31 you will join one of three groups looking at how the topic
of religion is handled in and influences education in Afghanistan, Ghana and other
nations of Africa, or the Caribbean. You will have the advantage of a guest
speaker on the topic but then as a group will do further research. Groups will
meet on their own on Monday and Wednesday April 16 and 18 and then on
Monday April 21 will be responsible for leading a “poster session” on their topic.
The assignment will be explained further in class and will be an important
teaching opportunity for all students. Note—presentations will not be graded
separately but your participation and the success of the group presentation will be
part of the grade for the individual paper submitted on April 28.
5) By May 9 you will submit an op ed advocating a specific perspective on religious
observance and/or the teaching of religion in the schools of the United States.
600-800 words (two-three pages double spaced) [10% of final grade]
6) A take home final exam will be given the week following the course. Due
electronically to the instructor and graduate assistant (send to both) by Monday
May 19. [20% of final grade.]
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