This is a collection of all the results of the REBELAH project.

The REBELAH project was designed to help foster more inclusive learning environments in adult education. Studies have shown that members of minoritized religious and ethnic groups experience trouble in educational settings, as learners from the majoritized groups feel uncomfortable when they are in their group. The REBELAH project aimed to create tools and activities that can help trainers and learners foster more inclusive and safe learning environments. These tools and activities have a particular focus on (European) cultural heritage.

These results include two handbooks (a book with activities useful during inclusiveness and heritage workshops, and a train the trainer handbook), six videos showing how heritage items and sites can be used to foster inclusivity in workshops settings, and a Google maps infosheet with 24 Prezi presentations on specific heritage items used during the project.

The handbooks are licensed under CC BY-NC-ND, and the other materials are licensed under CC BY-NC-SA.

**you will be redirected to the Dutch OER repository Edusources, from where you can access the materials**

This seminar looks at key issues in the historical development and current state of modern American criminal justice, with an emphasis on its relationship to citizenship, nationhood, and race/ethnicity. We begin with a range of perspectives on the rise of what is often called “mass incarceration”: how did our current system of criminal punishment take shape, and what role did race play in that process? Part Two takes up a series of case studies, including racial disparities in the administration of the death penalty, enforcement of the drug laws, and the regulation of police investigations. The third and final part of the seminar looks at national security policing: the development of a constitutional law governing the intersection of ethnicity, religion, and counter-terrorism, and the impact of counter-terrorism policy on domestic police practices.

In this course students will visit the past through cookbooks to learn about what foodstuffs and technologies were available and when, and how religious and nutritional concerns dictated what was eaten and how it was cooked. Students will also learn about the gender dynamics of culinary writing and performances and the roles people played in writing and cooking recipes.

Creation myths are an essential part of all religions. Learning what they are and how they function to provide fundamental values structured in creation is a necessary skill for understanding a religion and religion in general.  The assignment is meant to demonstrate some of the challenges we face as we interpret a religious document. As the openning chapter of the Bible, Genesis 1 is a well known creation myth.  Knowing what is actually in the myth is the first step towards identifying what is specifically important in the world it creates.

Creation myths are an essential part of all religions. Learning what they are and how they function to provide fundamental values structured in creation is a necessary skill for understanding a religion and religion in general.  The assignment is meant to demonstrate some of the challenges we face as we interpret a religious document. As the openning chapter of the Bible, Genesis 1 is a well known creation myth.  Knowing what is actually in the myth is the first step towards identifying what is specifically important in the world it creates.

Discuss the historical view of religion from a sociological perspectiveUnderstand how the major sociological paradigms view religion

This casebook features nearly sixty cases from American courts that involve, in some important way, religious belief and action. The book is divided into sections: First Principles, Establishment, Free Exercise, and Special Problems. Each section includes landmark or otherwise influential cases that have influenced American law and religious practice. Most cases come from the U.S. Supreme Court but the lower federal and state courts are also represented.

In the contextual introductions to each section and subpart, I have tried to give the reader a basis for understanding how the cases came about and why I chose them for this book. I have tried to minimize editorial comment. I have cited some scholarship where I think it would be helpful, but please do not mistake this as an attempt to produce a comprehensive treatise on the subject of religion in the law. It is a casebook, and a short one, all things considered. At the end of each introductory part is a short “further reading” list. I chose those articles because I found each of them interesting and useful to under-standing the topics that precede them. Their selection is not necessarily an endorsement of each author’s arguments, though I do agree with some of them.

I designed this casebook specifically for my own use in a 400-level undergraduate seminar called Law & Society. Class sessions using this book are intended to be student-led, roundtable talks with the professor acting as discussion prompter and neutral mediator. Generally, two cases are assigned for each class session. I selected, edited, and arranged the cases to complement each other thematically and chronologically to the best of my ability. Many of the cases include overlapping topics and could fit into multiple categories, so I took some liberties in their arrangement. Your mileage may vary.

Having meaning in one's life is vital to a person's mental process.

Music: Purple Planet - Hope, A Fresh Start
Graphics: Shutterstock.com

This course provides an introduction to major political, social, cultural and intellectual changes in Europe from the beginnings of the Renaissance in Italy around 1300 to the outbreak of the French Revolution at the end of the 1700s. It focuses on the porous boundaries between categories of theology, magic and science, as well as print. It examines how developments in these areas altered European political institutions, social structures, and cultural practices. It also studies men and women, nobles and commoners, as well as Europeans and some non-Europeans with whom they came into contact.

A noose is found hanging from a goalpost on a high school campus.

A swastika, 20 feet in diameter, is burned into the pavement at a junior high school.

A group of white high school students dresses in banana suits for a basketball game and taunts their majority-black rival with racial slurs.

A Sikh student has his turban pulled off and hair cut by fellow students.

Your school has plans and protocols in place to respond to fires, severe weather, medical emergencies, fights and weapons possession. But what about school incidents like those listed above that involve bigotry and hate? Are plans in place to respond to a bias incident or hate crime? Too often these plans are created in the moment during the actual crisis. Bias incidents are far too complex for on-the-fly planning; an early misstep can heighten tension and damage chances for long-term success.

Thomas O’Loughlin, an expert in early Christian theology, discusses the meaning of Easter, which is the greatest of the Christian feasts, its origins, its connections with baptism, and its place in the Christian calendar today.

Thomas O’Loughlin, an expert in early Christian theology, discusses the meaning of Easter, which is the greatest of the Christian feasts, its origins, its connections with baptism, and its place in the Christian calendar today.

Dr Mary Cunningham, an expert in Orthodox theology, discusses the meaning of Easter, which is the greatest of the Christian feasts, and what it means to celebrate the resurrection of Jesus. She also relates how Eastern Christians celebrate this festival.

Dr Mary Cunningham, an expert in Orthodox theology, discusses the meaning of Easter, which is the greatest of the Christian feasts, and what it means to celebrate the resurrection of Jesus. She also relates how Eastern Christians celebrate this festival.

Prof. Thomas O’Loughlin, an expert on early Christianity, discusses the origins of the annual feast of Pentecost (often called ‘Whit’). This is the feast which comes 50 days after Easter and is celebrated with a variety of meanings, but all of which are connected with the belief that the Holy Spirit is present in the Church.

Prof. Thomas O’Loughlin, an expert on early Christianity, discusses the origins of the annual feast of Pentecost (often called ‘Whit’). This is the feast which comes 50 days after Easter and is celebrated with a variety of meanings, but all of which are connected with the belief that the Holy Spirit is present in the Church.

Dr Holger Zellentin, an expert in Jewish history, looks at the origins of the Jewish celebration of Pesach (often called ‘Passover’ in English). He talks about how its meaning has been shaped by its history down the centuries.

Agata Bielik-Robson, an expert in Jewish thought, explains how Jews celebrate Pesach (often called ‘Passover’ in English). She talks about its origins and significance for Jewish people today.

Agata Bielik-Robson, an expert in Jewish thought, explains how Jews celebrate Pesach (often called ‘Passover’ in English). She talks about its origins and significance for Jewish people today.

Mr Shujahat Aslam, an imam, discusses the Muslim holy month of Ramadan with Dr Jon Hoover, an expert in Islamic Studies; it describes what happens during the time, and what it means to those who celebrate it.