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Leonardo FranchiView profile

Senior Lecturer

• Catholic Education
• Religious Education
• Teacher Formation
• +5 more

Dr. Leonardo Franchi serves as a Senior Lecturer in Pedagogy, Praxis & Faith at the University of Glasgow's School of Education. He is an internationally recognized scholar in Catholic education, holding significant editorial roles including Series Editor for both Catholic Education Globally - Challenges and Opportunities (Springer) and Education and Integral Human Development (Catholic University of America Press). In September 2024, he was appointed co-convenor of the Scottish Catholic Historical Association and maintains an active role as Executive Member of the Association of Catholic Institutes of Education. Franchi's educational background includes a Master of Arts (Hons), Post Graduate Certificate in Education, Master of Education, Post Graduate Certificate in Academic Practice, and a PhD. His academic journey reflects both theoretical depth and practical teaching experience in educational settings. His research interests center on Catholic education with particular focus on religious education, teacher formation, and the integration of liberal arts in higher education. Franchi has made significant scholarly contributions through the Reclaiming the Piazza series and numerous publications exploring how Catholic educational philosophy can address contemporary challenges while maintaining theological integrity. His work consistently examines the intersection of faith, culture, and educational practice, with increasing attention to character formation, intercultural dialogue, and the application of Catholic social teaching to educational policy. Analysis of his recent publications reveals a consistent trajectory examining Catholic educational identity in pluralistic contexts, with growing emphasis on character formation, teacher professional identity, and the integration of Catholic intellectual tradition with contemporary educational challenges. His 2023-2025 work shows increased focus on Scottish Catholic educational history, the application of papal encyclicals to educational practice, and the role of music and arts in religious formation. Series Editor for Catholic Education Globally - Challenges and Opportunities (Springer) Series Editor for Education and Integral Human Development (Catholic University of America Press) Co-convenor of Scottish Catholic Historical Association (since 2024) Executive Member of Association of Catholic Institutes of Education (since 2016) Academic Adviser to Academic Advisory Forum for Religious Education Reform in England and Wales (2019-2022) Franchi actively supervises doctoral students on diverse topics including professional identity of Catholic school teachers, music and religious education, Jesuit educational charism, and solidarity in Jesuit higher education. His supervision portfolio demonstrates his commitment to both theoretical exploration and practical application in religious educational contexts. He has received grant funding, including £10,000 from Porticus UK to support academics from developing countries attending the ACISE 2018 conference. Franchi also serves on multiple editorial boards including Review of Religious Education, Formation and Theology, and Studia Pedagogica Ignatiana. His professional activities extend to international presentations, with keynotes at institutions including Australian Institute of Theological Education and Radboud University, demonstrating his global influence in Catholic educational discourse. Franchi also serves as Director of Mater Christi Multi Academy Trust in Lancaster and holds a 0.5 FTE position as Professor of Catholic Education at the University of Notre Dame Australia.

Thomas BanchoffView profile

Professor

• Ethical and religious issues in world politics
• Catholic Social Teaching
• Religious Pluralism
• +7 more

Thomas Banchoff is Director of the Berkley Center for Religion, Peace, and World Affairs and serves as Vice President for Global Engagement at Georgetown University, where he holds a professorship in both the Department of Government and the Walsh School of Foreign Service. His leadership combines academic scholarship with practical global engagement initiatives that address critical contemporary challenges. Georgetown University: Professor, Department of Government and Walsh School of Foreign Service Berkley Center: Director University Administration: Vice President for Global Engagement Banchoff earned his B.A. from Yale University (1986), M.A. from the University of Bonn (1988), and Ph.D. in Politics from Princeton University (1993). His scholarly development was enriched by prestigious fellowships including Harvard's James Bryant Conant Post-Doctoral Fellowship (1997-1998) and a Humboldt Fellowship at the University of Bonn (2000-2001). His research focuses on ethical and religious dimensions of global politics, with particular expertise in Catholic Social Teaching's application to contemporary challenges. Banchoff's scholarly trajectory evolved from European politics (evidenced by early works like The German Problem Transformed ) to contemporary analyses of religion's role in global governance. His current work emphasizes Pope Francis's "culture of encounter" concept across international relations, education, and interfaith dialogue. Recent scholarship increasingly addresses democratic erosion, AI ethics from religious perspectives, and Jesuit higher education's contribution to global citizenship. Analysis of his publication history reveals thematic progression toward practical applications of religious perspectives to global challenges. His recent work demonstrates engagement with urgent issues including democratic backsliding (as seen in his moderation of the 2025 IAJU Assembly panel on Nicaragua and Lebanon), AI ethics, and interfaith collaboration in conflict zones. DAAD Prize for Distinguished Scholarship in German studies (2003) Banchoff directs the IAJU Global Citizenship Fellows Program, which engages over 2,000 students across 60+ institutions in 20+ countries. His leadership extends to significant initiatives including Catholic Social Teaching and the Global Future of Development, Faith and the Global Agenda, and Religious Pluralism in World Affairs. Upcoming engagements include "Nostra Aetate at 60" (September 2025) and "Pope Francis: A Legacy of Human Fraternity" (August 2025), reflecting the continued relevance of his work at the intersection of religion, politics, and global challenges.

Nevin RedaView profile

Associate Professor

• Qur'anic Studies
• Islamic Ethics and Law (Usul al-Fiqh)
• Interreligious Pedagogy
• +3 more

Nevin Reda serves as Associate Professor of Muslim Studies and Director of the Muslim Studies program (MPS) at Emmanuel College, Victoria University within the University of Toronto. Her academic leadership spans Qur'anic scholarship, Islamic legal theory, and interfaith education, with active teaching in courses such as Surat al-Baqara, Islamic Law, and Bible-Qur'an Dialogue. Her educational foundation includes: BSc, Cairo University (1989) MA, University of Toronto (2003) PhD, University of Toronto (2010) Dr. Reda's research centers on Qur'anic poetics and narrative structure, integrating literary theory, Islamic spiritual care, and Biblical Hebrew studies. She pioneers spiritually integrative approaches to Islamic ethical-legal theory (uṣūl al-fiqh) and develops interreligious pedagogies that bridge theological divides. Her work critically engages gender justice, domestic violence interpretations, and democratic theology through Qur'anic exegesis, emphasizing contextual hermeneutics and feminist perspectives. Analysis of her 15 most recent publications (2024-2010) reveals dominant trends in Qur'anic narrative analysis, gender-ethics intersections in Islamic law, and postcolonial interfaith dialogue frameworks. Key subfields include spiritually integrative readings of verse 4:34, reform of uṣūl al-fiqh for marriage ethics, and comparative Torah-Qur'an exegesis, demonstrating consistent methodological innovation across disciplines. No scientific awards were documented in the source material. As MPS Director, Dr. Reda mentors graduate students in Muslim Studies while advancing curriculum development for intercultural theological education. Her scholarly output—including two monographs and collaborations with institutions like Women and Memory Forum—reflects sustained research leadership, though specific grant details remain unreported. Current projects focus on Qur'anic structure theory and decolonizing epistemologies in religious studies.

Aaron GhiloniView profile

Research Fellow

• Islam
• Christianity
• Interreligious Studies
• +6 more

Dr. Aaron Ghiloni serves as an Honorary Senior Research Fellow in Religious Studies at the School of Historical and Philosophical Inquiry, Faculty of Humanities, Arts and Social Sciences, at The University of Queensland. He is the author of Islam as Education: Pedagogies of Pilgrimage, Prophecy, and Jihad (2019) and John Dewey among the Theologians (2012), and editor of World Religions and their Missions (2015, 2nd ed. 2022). He also serves as Associate Editor for the journal Religious Education . Dr. Ghiloni earned his Doctor of Philosophy from The University of Queensland. His educational background forms the foundation for his interdisciplinary approach that bridges philosophy, theology, and educational theory. Dr. Ghiloni's research focuses on the intersection of religion and education, with particular expertise in Islam, Christianity, and interreligious studies. His work explores how John Dewey's pragmatist philosophy can inform religious education and interfaith dialogue. He examines educational approaches to supernaturalism, religious formation, and the role of religion in democratic societies. His scholarship addresses critical questions about how religious traditions can be taught respectfully in pluralistic contexts while maintaining academic rigor. Dr. Ghiloni's scholarly output demonstrates a consistent focus on religious education from multiple perspectives. His work bridges theological inquiry with educational theory, particularly through the lens of John Dewey's pragmatism. Recent publications emphasize interfaith education, comparative approaches to religious missions, and the challenges of teaching religion in pluralistic societies. His research shows an evolving trajectory from examining specific religious traditions to broader questions about religious education methodology and philosophy. Dr. Ghiloni actively supervises doctoral students working in religion and culture. He has served as Associate Advisor for at least one completed PhD dissertation on Wide-Awake In God's World: Bible Engagement For Teenage Spiritual Formation In A Culture Of Expressive Individualism (2018). His teaching portfolio at UQ includes subjects such as History of the Supernatural , Belief and Unbelief , World Religions , Spirituality in the Everyday , and Western Religious Thought from the Middle Ages to the Present .

Thomas SchlagView profile

Professor

• Practical Theology
• Religious Education
• Digital Religion
• +6 more

Thomas Schlag is Professor of Practical Theology at the University of Zurich , with research foci in religious education, church theory, and pastoral theology . He directs the university-wide research focus "Digital Religion(s): Communication, Interaction and Transformation in the Digital Society" , exploring the intersection of theology and digital culture. His career includes roles as Chairman of the Center for Church Development (ZKE) and Dean of the Faculty of Theology (2014–2016). Key Research Areas : Digital religion, public theology, interreligious education, confirmation work, church development, and socio-political theology. Academic Leadership : Directed international studies on confirmation work, co-edited interdisciplinary theological compendiums, and contributed to debates on state religious education and digital ethics. Recent Publications (2024–2025) examine digital media in religious education, Swiss church reform, theological responses to polarization, and interfaith educational models. His "Digital Religion(s)" program analyzes church-state-civil society dynamics in digital societies. He teaches courses on existential religious education , digital transformation , and ecclesiological-practical semesters . Collaborations include the European Network for Confirmation Work , International Academy of Practical Theology , and projects with Swiss and international theological institutions. His work bridges digital innovation , democratic education , and pastoral care in virtual environments .

• Religious Education
• Islamic Studies
• Educational Psychology
• +4 more

Francesc Xavier Marín Torné serves as an Associate Professor in the Department of Educational Sciences at the Faculty of Psychology, Educational Sciences and Sports, Blanquerna, Universitat Ramon Llull in Barcelona, Spain. His academic profile demonstrates extensive engagement with religious education, particularly Islamic studies within Catalan public schools, and the educational potential of sacred architecture. His research bridges educational theory, religious studies, and architectural analysis, with a distinctive focus on the Sagrada Familia basilica as a paradigmatic educational space. His primary research interests include: Religious education in pluralistic societies, with particular emphasis on Islamic education in Catalan public schools The pedagogical potential of sacred architecture and worship spaces as educational environments Intercultural and interreligious dialogue in educational contexts Educational approaches to social inclusion and coexistence with Maghrebi students The psychological dimensions of religious education and misinformation Peace education through religious understanding and architectural spaces Dr. Marín Torné's scholarly output reveals a cohesive trajectory examining worship spaces through multiple lenses - theological, architectural, and pedagogical - with the Sagrada Familia serving as his central case study. His research also addresses contemporary societal challenges including the psychological effects of pandemic misinformation and the integration of religious minorities in educational settings. This work contributes significantly to understanding how religious diversity can be accommodated within secular educational frameworks while maintaining social cohesion. He currently leads the GREDA (Research Group in Education, Didactics and Learning) project (2022-2025) funded by AGAUR, and previously directed the EDUISLAM project (2023-2024) analyzing Catalonia's pilot plan for Islamic religious education. His earlier work includes the 2007-2008 project developing guidelines for secondary school teachers working with Maghrebi students and the 2015 Ramon Llull legacy project commemorating the 700th anniversary of Llull's death. Dr. Marín Torné maintains active research collaborations across multiple disciplines and institutions, contributing to both theoretical scholarship and practical applications in teacher training and educational policy development. His work demonstrates consistent scholarly productivity with numerous publications appearing through 2024.

Marina RustowView profile

Professor

• Medieval History
• Jewish History
• Islamic Law
• +6 more

Marina Rustow is the Khedouri A. Zilkha Professor of Jewish Civilization in the Near East and Professor of History at Princeton University. She serves as Director of the Princeton Geniza Project , focusing on medieval Middle Eastern history through documentary sources, particularly the Cairo Geniza . Her work bridges Islamic law , Jewish history , and material culture . Education : BA in Literature, Yale College PhD in History, Columbia University (advisor: Yosef Hayim Yerushalmi) Her research explores how medieval Jewish communities in Egypt and Syria navigated state power, social cohesion, and religious identity. She has pioneered the study of Fatimid state documents preserved in the Geniza, challenging assumptions about premodern Islamic archival practices. Her books include The Lost Archive (2020) and Heresy and the Politics of Community (2008). Recent projects include editing and translating Indian Ocean trade documents from the Geniza (2024 NEH grant). Her publications span Islamic legal documents , geniza fragment analysis , and medieval Jewish-Muslim interactions . Scientific Awards : MacArthur Fellowship (2015) Guggenheim Fellowship (2014) Rome Prize (2006-7) NEH and ACLS grants She advises PhD students in medieval Middle Eastern and Jewish history , emphasizing collaborative learning in Princeton’s Geniza Lab. Her work also intersects with digital humanities and manuscript studies .

Lara DeebView profile

Professor

• Cultural Anthropology
• Middle East Studies
• Arab American Studies
• +7 more

Lara Deeb is Professor of Anthropology and holds the Laura Vausbinder Hockett Endowed Chair at Scripps College, where she also chairs the Department of Middle East and North Africa Studies (MENA). She is a leading scholar in cultural anthropology with deep expertise in the Middle East, particularly Lebanon, and her work bridges anthropology, gender studies, and religious studies. Her research focuses on the intersections of gender, religion, and politics, with a particular emphasis on Islam, transnational feminism, and sectarianism. She explores how religious and gendered identities are formed and negotiated in everyday life, especially within Shi'i communities in Lebanon. Her scholarship critically examines knowledge production, public piety, and moral geographies. Deeb’s recent publications highlight her evolving focus on interreligious marriage, social difference, and resistance movements in Lebanon. Her articles span topics from Hizbullah’s cultural strategies to feminist anthropological theory, reflecting a broad yet cohesive intellectual trajectory centered on identity, power, and resistance in the Middle East. Scientific Awards and Honors: American Council of Learned Societies (ACLS) Collaborative Research Fellowship (2009–2011) Wenner-Gren International Collaborative Research Grant (2008–2009) Malcolm H. Kerr Dissertation Award (2004) Postdoctoral Fellowship, Harvard Academy for International and Area Studies (2003–2004, 2006–2007) Deeb has advised numerous students and led significant collaborative research projects, often in partnership with scholars in the Middle East. Her work has been supported by major grants that enabled ethnographic fieldwork and interdisciplinary collaboration. She teaches courses such as Introduction to Sociocultural Anthropology, Anthropology of the Middle East, and Senior Seminar in Ethnographic Writing. She is actively involved in academic and public discourse, contributing to journals like Middle East Report and HAU: Journal of Ethnographic Theory . Her recent book Love Across Difference (2024) exemplifies her ongoing commitment to understanding social cohesion and difference in divided societies.

Cristina Sá CarvalhoView profile

Adjunct Professor

• Political Science
• Educational Psychology
• Religious Pedagogy
• +6 more

Cristina Sá Carvalho is an Adjunct Professor at the Universidade Católica Portuguesa (UCP), Faculty of Theology, specializing in Religious Pedagogy and Curriculum Development. She holds a PhD in Political Science and International Relations (Security and Defense) from IEP-UCP, an MA in Educational Psychology from ISPA, and a Psychology degree from ISPA. Her career includes leadership roles such as Director of the National Catechetics Department (2003–2021) and Chair of Psychology at Colégio do Sagrado Coração de Maria (1988–2003). She coordinates national religious education curricula and manuals, and actively researches at LIPS (Line for Peace and Civil Society Research). Her work bridges political science, education, and religious studies, focusing on public policies, mental health promotion, and interreligious dynamics. She contributes to media through the Grupo Renascença and serves as a jury for anticorruption initiatives. Her publications span educational materials, policy analysis, and interfaith dialogue studies. Education: PhD: Political Science & International Relations (Security and Defense), IEP-UCP MA: Educational Psychology, ISPA Licenciatura: Psychology, ISPA Key Roles: 2003–2021: Director, National Catechetics Department & Editorial Formation Department, Portuguese Episcopal Conference 2014–2016: Coordinator of National Religious Education Curriculum (1st–12th grades) 2003–present: Teaching at UCP’s Faculty of Theology Research Interests: Integrating religious pedagogy with secular educational frameworks, analyzing public policies on aging populations and social welfare, promoting mental health through education, and fostering interreligious dialogue to address societal challenges. Her work emphasizes curriculum development, democratic education models, and the ethical dimensions of policymaking. Publications: Over 30 books and articles, including curriculum manuals for Portuguese schools, policy analyses on elderly care, and studies on religious identity formation. Recent work explores Pope Francis’ peacebuilding strategies and the role of mercy in political ethics. Awards & Recognition: While no explicit awards are listed, her contributions to educational policy and anticorruption initiatives reflect sustained recognition in civic engagement and academic leadership. Grants & Advising: Her work is funded through institutional research programs at UCP-IEP. She mentors students in supervised teaching practices and professional insertion in theology and pedagogy fields. Labs & Teams: Active researcher at LIPS, collaborating on peace studies and civil society research. Engaged with APA (American Psychological Association) as an affiliate member.

• Ethics
• Science Ethics
• Technology Ethics
• +6 more

Elisabeth Gräb-Schmidt is a Senior Professor at the Eberhard Karls University of Tübingen, where she served as Professor of Systematic Theology and Director of the Institute for Ethics from 2010 to September 2024. She holds key roles in national ethics bodies, including the German Ethics Council (since 2018) and the Board of Trustees of the Max Planck Institute for Molecular Genetics (since 2024). Her academic career includes professorships at the University of Giessen (2002–2010) and directorship at the Institute for Philosophy of Religion in Frankfurt (2007–2009). She earned her doctorate (Dr. theol.) in 1992 after theological studies at Göttingen, Heidelberg, Berkeley, and Mainz (1975–1982), with ecclesiastical exams in 1982 and 1984. Her research bridges theology, ethics, and philosophy, focusing on: Foundations of ethics in science, technology, and bioethics Interdisciplinary dialogue between theology and natural sciences Religion theory and interreligious engagement Cultural hermeneutics and existential philosophy Her recent publications (2022–2024) address contemporary ethical challenges, including artificial intelligence in education, assisted suicide, religious pluralism, and feminist theology. Works exhibit strong interdisciplinary engagement with philosophy, political theory, and social ethics. Awards include the Schönthal-Preis (1982), DFG scholarships (1997–2000), and fellowships at the Max Weber Center (2013, 2016/17). She edits major theological journals ( Zeitschrift für Theologie und Kirche ; Zeitschrift für Evangelische Ethik ) and directs research networks like the European Science-Religion Dialogue (SR21) and the International Research Group on Democracy and Ethics.

Brooke SchedneckView profile

Associate Professor

• Contemporary Buddhism
• Thai Buddhism
• Southeast Asian Religions
• +5 more

Dr. Brooke Schedneck is an Associate Professor and The W. J. Millard Professor of Religious Studies at Rhodes College, where she has taught since 2017. She specializes in Buddhism, Asian religions, and teaches courses in the Life program. Dr. Schedneck also leads the Maymester in Thailand, drawing on her extensive experience living and conducting research in Thailand for over eight years. Her research focuses on contemporary Buddhism in Thailand, with particular interests in global Buddhism, religions of Southeast Asia, gender in Asian religions, and religious tourism. Previous research has explored the modern vipassana meditation movement in Thailand's international meditation centers and tourist encounters with Buddhism in Northern Thailand. Her current research examines monastic scandals and the monastic body within Thai Buddhism. Dr. Schedneck's publications include the monograph Religious Tourism in Northern Thailand: Encounters with Buddhist Monks (University of Washington Press, 2021), which was short-listed for the EuroSEAS Humanities Book Prize 2022, and Living Theravada: Demystifying the People, Places, and Practices of a Buddhist Tradition (Shambhala Publications, 2023). She has also co-edited Buddhist Tourism in Asia (University of Hawaii Press, 2020) and authored Thailand's International Meditation Centers: Tourism and the Global Commodification of Religious Practices (Routledge, 2015). Short-listed for the EuroSEAS Humanities Book Prize 2022 Dr. Schedneck earned her Ph.D. in Religions of Asia from Arizona State University, an M.T.S. from Harvard University, and a B.A. from Boston University. Prior to joining Rhodes College, she taught study abroad students as a lecturer in Buddhist Studies at the Institute of Southeast Asian Affairs in Chiang Mai, Thailand, for four years. She has been invited to give research presentations in Thailand, Hong Kong, Singapore, and Malaysia.

Abdullah SahinView profile

Associate Professor

• Islamic Education
• Religious Education
• Islamic Theology
• +8 more

Dr. Abdullah Sahin serves as Reader in Islamic Education at the University of Warwick's Department of Education Studies within the Faculty of Social Sciences. He is a core member of the Warwick Religions and Education Research Unit (WRERU) and holds a Visiting Professorship at UIN State Islamic University in Jakarta, Indonesia. Previously, he has held academic positions at the University of Birmingham, University of Aberdeen, Gulf University for Science and Technology (Kuwait), and Markfield Institute of Higher Education where he served as Head of Research and Senior Lecturer. He was also a visiting professor at the Institut d'Etudes de l'Islam et des Sociétés du Monde Musulman at the Ecole des Hautes Etudes en Sciences Sociales in Paris during the 2009/10 academic year. Dr. Sahin's research establishes Islamic Education Studies as an interdisciplinary field of scholarly inquiry with particular focus on traditions of education in Islam and their theological, philosophical, spiritual and pedagogic foundations; Islamic Empirical and Practical Theology; Educational Hermeneutics in Muslim core sources; and Education and Identity formation among British Muslim youth. His work extends to Teacher Training and Faith-based schooling within British Muslim communities, Muslim Seminaries and the training of faith leaders in contemporary Europe, and Modern Islamic pedagogies in intercultural and interreligious education contexts. He has developed the first recognized Masters' level degree programme on Islamic education within the UK higher education system. His extensive publication record reveals a consistent scholarly trajectory examining the intersection of Islamic educational traditions with contemporary challenges. The most recent works demonstrate growing attention to Muslim minority contexts in Europe, critical analysis of Islamic and Western educational values, and practical applications of Islamic educational theory to contemporary social issues including identity formation, intercultural dialogue, and addressing extremism. His research increasingly incorporates empirical methodologies while maintaining strong theoretical grounding in Islamic educational heritage. Dr. Sahin has secured significant research support including the establishment of the Readership in Islamic Education at Warwick University through a generous donation by the Randeree Charitable Trust. This initiative represents a model collaboration between community and university aimed at educational capacity building within Muslim communities in the UK, Europe and globally. He has contributed to national level discussions on educational policy development regarding religious extremism and community cohesion, including commentary in The Guardian. As an active member of the International Seminar on Religious Education and Values (ISREV), Dr. Sahin participates in global scholarly networks advancing religious and intercultural education. His current projects include editing a special issue for the journal Religions entitled 'Islamic Education in Contemporary World: Traditions, Rearticulations & Transformation' and working on two book projects: 'Critical Issues in Islamic Education' (Routledge) and 'Islamic Education: international perspectives' (Brill).

• Religious education
• Praxeology
• Scientific theory
• +7 more

Professor Antje Roggenkamp serves as Professor of Practical Theology with a focus on Religious Education at the Protestant Theological Faculty of the University of Münster. She chairs the Seminar for Practical Theology and Religious Education, where she leads groundbreaking research on religious education, praxeology, and material culture in religious contexts. Her scholarly work bridges historical analysis with contemporary educational challenges in increasingly pluralistic societies. Professor Roggenkamp's educational foundation includes studies in Protestant theology, Romance studies, education, and psychology across multiple institutions including the University of Münster, the Sorbonne (Paris 4), and the Georg-August University of Göttingen. She completed her doctoral research on 'The Protestant André Gide and the Bible' (1987-1991) and her Habilitation on 'Religionspädagogik als Praktische Theologie. Zur Entstehung der Religionspädagogik in Kaiserreich und Weimarer Republik' (2000), establishing her expertise in the historical development of religious education as an academic discipline. Her research interests span multiple interconnected domains: material religion studies examining how physical objects and spaces shape religious understanding; praxeological approaches to practical theology investigating religious practices in everyday contexts; theologizing with children and young people focusing on religious concept development; transnational religious education comparing German and French approaches to secularism; and religious cooperative didactics addressing stereotypes and prejudices in interfaith learning. Her scholarship consistently connects theoretical frameworks with practical educational applications, particularly in contexts of religious diversity. Professor Roggenkamp's recent publications reveal a clear trajectory toward material religion studies, with increasing emphasis on how artifacts mediate religious experiences and learning processes. Her work demonstrates sophisticated integration of historical analysis with contemporary educational challenges, particularly through innovative approaches like 'Digitorials' for theological reflection. She examines positional awareness and power dynamics in interreligious contexts, addressing how educators can navigate complex identity formations in religious learning environments. Scientific Society for Theology ISREV (International Seminar on Religious Education and Values) European Academy of Religion Society for Scientific Religious Education Working Group for Empirical Religious Research Professor Roggenkamp currently leads several significant research initiatives including the DFG-funded network 'Gegenstände religiöser Bildung und Praxis – Funktion und Gebrauch von materiellen Objekten und Artefakten in exemplarischen Räumen' (2021-2026), which brings together scholars from multiple disciplines to explore how material culture contributes to religious education processes. She also directs 'Interreligiöses Lernen an der Evangelischen Gesamtschule Gelsenkirchen' (2021-2023) and the 'Ökumenisch-Interreligiöse Forscherwerkstatt' (since 2017), both focused on developing practical frameworks for religious education across faith traditions. Her upcoming participation in the European Academy of Religion conference in Vienna (July 2025) demonstrates her ongoing scholarly engagement across international contexts.

• Medieval Judaism
• Islamic Studies
• Interreligious Dialogue
• +4 more

Reuven Firestone serves as the Regenstein Professor in Medieval Judaism and Islam at the Hebrew Union College-Jewish Institute of Religion. He holds dual academic and religious credentials, having earned his M.A. and rabbinic ordination from Hebrew Union College alongside a Ph.D. in Arabic and Islamic studies from New York University. Firestone's research focuses on the intersection of Jewish and Islamic traditions, with particular expertise in medieval religious texts, interfaith relations, and Abrahamic narratives. His scholarly work examines how Jewish and Islamic traditions interpret shared biblical figures and concepts, with special attention to the Abraham-Ishmael stories that connect both faiths. His publications reveal a consistent scholarly trajectory exploring comparative religious concepts across the Abrahamic traditions, particularly examining how Judaism and Islam understand holy war, chosenness, and interreligious dialogue. Firestone has developed practical resources for interfaith communication while conducting deep historical analyses of religious concepts. Learned Ignorance: Intellectual Humility among Jews, Christians and Muslims Holy War in Judaism: The Fall and Rise of a Controversial Idea Who Are the Real Chosen People?: The Meaning of Chosenness in Judaism, Christianity and Islam Firestone's academic contributions bridge scholarly research with practical interfaith applications, creating resources that serve both academic and religious communities seeking to understand the connections and distinctions between Jewish and Islamic traditions.

Halim RaneView profile

Professor

• Islamic Studies
• Islam-West Relations
• Sociology of Religion
• +5 more

Professor Halim Rane is a Professor at the School of Humanities, Languages and Social Science , Griffith University , and a leading scholar in Islamic Studies, Islam-West Relations, and the sociology of religion. He serves as a member of the Griffith Centre for Social and Cultural Research and holds leadership roles including Acting Director (2019–2020) and Deputy Head (Learning and Teaching) (2013–2015). Education : PhD in International Peace and Security (Griffith University, 2005–2008), MA in Communications and Media Studies (Bond University, 1999–2000), BA in Human Sciences (International Islamic University Malaysia, 1994–1998). His research explores the intersection of religion, society, governance, and international affairs, focusing on Islamic covenantal concepts, peaceful coexistence, and Muslim lived experiences. He leads the Islam in Australia project and the Australian Research Council Discovery Project "Voice and Belonging" (2024–2027). Recent publications examine interfaith dialogue, decolonial approaches, and media’s role in migrant integration. Professor Rane has received prestigious awards, including the National Teaching Citation , National Teaching Award , and Australian University Teacher of the Year . His leadership extends to advisory roles for the Australian Human Rights Commission and Australian Association of Islamic and Muslim Studies (AAIMS) (President, 2019–2021). Supervision : He has supervised doctoral and master’s students on topics like radicalization, political Islam, and Muslim integration. Grants : Notable funding includes the ARC Discovery Project "Voice and Belonging" and grants for studies on ethnic media and counter-terrorism.