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This paper analyses the context, emergence, organisation and curriculum of the school subject known as 'Culture of Religions' ("Kultura religija"), which is given as an example of good practice in the Toledo Guiding Principles of the Organization for Security and Clarity in Europe (OSCE). It was designed, piloted and to a certain extent introduced in state schools in Bosnia and Herzegovina by a collaboration of international organisations and institutions, together with representatives from various local organisations. This paper addresses the challenges and opportunities that render this school subject not only highly relevant but also a controversial issue of education policy today.

This paper analyses the context, emergence, organisation and curriculum of the school subject known as 'Culture of Religions' (Kultura religija), which is given as an example of good practice in the Toledo Guiding Principles of the OSCE. It was designed, piloted and to a certain extent introduced in state schools in Bosnia and Herzegovina by a collaboration of international organisations and institutions, together with representatives from various local organisations. This paper addresses the challenges and opportunities that render this school subject not only highly relevant but also a controversial issue of education policy today. [ABSTRACT FROM AUTHOR]

Is there a relationship between the social position of textbook producers in the religious field and the textbook content that these are responsible for? In order to be able to answer this question, first the religious field of Bosnia and Herzegowina is presented in order to position those actors in the field who are responsible for the contents of the religious books and for their production. Secondly, the selected textbooks are analyzed (exemplarily the textbooks for islamic religious education) - based on the praxeological habitus analysis developed by Heinrich Wilhelm Schäfer. The perception and strategies of the chosen actor are reconstructed, based on socially relevant statements on war and peace. The question is what habitus the textbooks will imply for the future. [ABSTRACT FROM AUTHOR]