This chapter addresses the relationship between values education and interfaith and intercultural understanding. It draws upon the experience of the Melbourne Interfaith and Intercultural cluster, a group of five schools in Victoria, Australia, whose membership is composed of a Jewish school, an Islamic school, two Catholic schools and one Government school. The main objective of the cluster is to provide opportunities for young people from different schools, cultures and faith traditions to come together and discuss issues such as values, national identity, social cohesion and citizenship. The purpose of the cluster’s work came out of a desire to respond to some of the disturbing and negative activities in the community, in particular the Cronulla riots in Australia in 2005. It was hoped that the work of the cluster could contribute to fostering positive relationships among young people of different cultures and faiths and in so doing contribute to a stronger sense of community and social cohesion among the students and within society more broadly.
Staples, A., Devine, C. & Chapman, J. (2010). Education and diversity: values education and cross-cultural learning through Socratic dialogue and the visual arts. International Research Handbook on Values Education and Student Wellbeing 765-777. The Netherlands: Springer. Retrieved from http://dx.doi.org/10.1007/978-90-481-8675-4_43
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