Young people's attitudes to religious diversity / edited by Elisabeth Arweck.

Includes bibliographical references and index.

The young people's attitudes to religious diversity project in the context of Warwick Religions and Education Research Unit (WRERU) research / Robert Jackson and Ursula McKenna -- The qualitative strand: listening in depth / Elisabeth Arweck and Julie Ipgrave -- The quantitative strand: an individual differences approach / Leslie J. Francis, Gemma Penny and Mandy Robbins -- Sources of knowledge and authority: religious education for young Muslims in a Birmingham comprehensive school / Julie Ipgrave -- Uniting two communities or creating a third community? Research in a Northern Irish integrated school / Julia Ipgrave -- Cradling Catholics in secular Scotland: research in a Scottish Roman Catholic high school / Julia Ipgrave -- The matter of context: the case of two community schools in Wales / Elisabeth Arweck -- Religious diversity as a personal and social value: impressions from a multicultural school in London / Elisabeth Arweck -- Does RE work and contribute to the common good in England? / Leslie J. Francis, Gemma Penny and Ursula McKenna -- Testing the 'worlds apart' thesis: Catholic and Protestant schools in Northern Ireland / Leslie J. Francis, Gemma Penny and Philip Barnes -- Growing up Catholic in Scotland: not one Catholic community but three / Leslie J. Francis, Gemma Penny and Peter Neil -- Schools with a religious character and community cohesion in Wales / Leslie J. Francis, Gemma Penny and Tania Ap Sion -- The personal and social significance of diverse religious affiliation in multi-faith London / Leslie J. Francis and Gemma Penny -- Young people and religious diversity: a Canadian perspective / Lori G. Beaman, Peter Beyer and Christine L. Cusack -- A collage of contexts: young people and religious diversity in the United States / Mary Elizabeth Moore / Mary Elizabeth Moore -- Young people and religious diversity: a European perspective with particular reference to Germany / Alexander Yendell.