People form attachments to their home, their neighbourhood and environment, to the region and nation to which they belong. They express feelings about space and place, especially so in ‘globalized times’. In religious studies, in theology, and in education, there is a growing interest in spatial theories either as constructed within national borders, or within international and transnational spaces. The “spatial turn” has become an acknowledged term in interdisciplinary discourses. Although every practice of religious education is situated and contextually dependent, religious education (RE) research until now has not systematically paid attention to this fundamental insight. This volume is devoted specifically to clarifying the close relationship between RE practice and spatial and situational conditions.

This edited volume aims to shed light on the relationship between the design of the Subject of religious education in different Nordic countries and the Subject knowledge and generic abilities that the Subject aims to develop, such as the ability to discern and relate to various aspects where religion and outlook on life are central factors. This volume further examines theoretical, methodological and empirical issues concerning the practice and the study of religion and non-religion, spirituality and worldviews within contemporary education.