Mission Statement

Religion and Education in the Public Sphere (REPS) is an online, peer-reviewed journal that investigates constructive inventions, interventions, and intersections of religion and education in the 21st-century. Providing a forum for robust (inter)disciplinary conversations and innovations in religion and education, REPS seeks to chart new constellations of faith, spirituality, and religion in response to exigent social, cultural, political, and economic realities of everyday life and of civic engagement in local and global public spheres. REPS invites educators, ministers, organizers, providers of health, social, mental, and spiritual care, professionals and academics of varied disciplines to engage the challenges and possibilities of new pedagogies, educational philosophies, media and educational technologies, transnational geopolitics, and public policies, as they intervene in the configurations of identity, faith, spirituality, religion, and community in our globalized world. 


Investigating configurations of “religion” and “education” in the 21st-century probes at questions of human and religious learning, knowing, relating, practicing, and acting in porous, overlapping, and constantly shifting spheres of activity: the social, cultural, political, economic, and spiritual. The questions are many, but they could be helpfully framed by some “generative themes” (Freire) which have been subject to lively discourse by scholars of religion and education alike. Toward the goal of advancing the conversations, we invite articles on any of the following topics and themes:

1. Geo-/Eco-Politics of Religion and Education:

oWhat are the geo- and eco-politics of religion and education which define/transgress borders and boundaries, walls and bridges, public squares and private circles of identity/identities and community/communities?

oApplying a “planetary” vision to “environment” and “context,” what on earth is the world in which we live and learn? What does it mean to educate in an age of fear, uncertainty, insecurity, terror, trauma, dislocation, and genocide?

oHow are agendas of religion and education interrupted by such forces as cultural and religious pluralism, multi-/inter-culturalism, fundamentalism, globalization, transnationalism?

oWhat/Where are emerging ecologies of learning against the backdrop of planetary concerns?

oHow do religion and education intersect in the social disjunctures of population shifts (e.g., aging population), or in the cultural productions of sub-cultures/pop-cultures?

2. Socio-Cultural Currents of Religion and Education:

oWhat are the critical convergences of faith and public life? What are the politics of private and public, home and work, family and community?

oHow do we imagine educational and religious in(ter)ventions in response to matters of socio-political life such as healthcare, poverty, racism and racial prejudice, immigration, LGBTQI civil rights, economic crisis, crime and violence, war, militarization?

oWhat does it mean to educate for justice, for equality, for ecology, for decolonization?

oHow do shifting social spaces teach, how do they form, how do they shape religion and public life: prisons, rehabilitation centers, hospitals, nursing homes, social service agencies, community clubs, movie theaters, concert halls, places of worship, coffee shops, mega-malls, the Wal-marts and the farmer’s markets, public parks and landfills, city “shelters” and financial districts, rehabbed neighborhoods and city refuse sites…?

3. (Critical) Pedagogy: Transformative “Arts” and Practices of Teaching and Learning:

oGiven the signs of the times, what is the goal of human and religious learning and knowing? Toward what do we educate? For what do we teach?

oWhat are current conversations about “curriculum? What should be taught? What should be learned? What is “central,” and what is “peripheral”? By which standards and criteria are they assessed? Who gets to decide?

oWhat are the negotiations of religion in public education, and what are approaches to (inter)religious knowing?

oWhat are implications for religion and education in the innovations and intersections of natural sciences, neuroscience, and media/technological sciences?

oWhat in(ter)ventions between religion and education lead to transformative change in communities of learning, for the sake of human flourishing?

4. Education, Religious Communities, and the Formation of Religious Leadership

oGiven the changing constellations of faith, spirituality, religion and emerging configurations of religious identities and communities, what education is needed for religious leadership?  What capacities, competencies, and sensibilities are needed?

oFor that matter, what forms of ministry and spiritual leadership are needed in the public sphere—hospitals, schools, prisons, nursing homes, government, etc.? (e.g., the nature and work of chaplaincy ministry)

oWhat curricular innovations are there for the formation of “professional clergy” given changing paradigms of “clericalism”? What are the merits, limits, and future of graduate professional theological education in the light of alternative certification for ministry and professional lay ministry? 

oWhat practices of education should religious communities undertake in/for the world?

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Scholars interested in publishing in REPS are invited to submit papers electronically to Mai-Anh L. Tran, editor, at   The review process typically takes four to six weeks.  Please use Turabian style.  Although REPS does not limit length of articles, typical essays will range from 20-40 pp., with standard 12 pt. fonts and margins.