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Justifying religious education as a core subject at state schools is a basic objective of the contemporary German academic discourse on religious education. This article analyzes whether there is a denominational bias in this discourse, in terms of both such justification’s arguments and its references. The argument’s content is investigated via  Thematic Analysis , while the referencing is explored through  Social Network Analysis . It was found that while the arguments used by the scientific community do not vary according to the authors’ denominational background, the scholars tend to cite from within their own denominational discourse. These findings will be discussed.

zeitschrift für pädagogik und theologie

How integrated is the German academic discourse of RE? A case study on the justification of Religious Education at state schools since 2000 using Thematic Analysis and Network Analysis