Chapter 3 52 study can also be insightful for other contexts, because the relationship between the particularity of religious communities and the diversity of society is an issue for schools worldwide (Martínez-Ariño & Teinturier, 2019). In the next sections we will start by presenting the background of our research topic— namely, the legislation on teaching tolerance in Dutch OPPSs and the specific tensions that might arise. Secondly, we will examine the concept of tolerance and how it is shaped as an educational goal in OPPSs, and we clarify the specific didactical tensions. Thirdly, we will explain the ideological tensions with the use of theories concerning professional ideals and educational beliefs. In the conclusion, we answer our central question, give a brief critique of our findings and make suggestions for further empirical research. 3.2 Legislation and Potential Tensions in OPPSs In many reports on education, democracy and/or citizenship education worldwide, tolerance is mentioned as an educational goal (Albert Shanker Institute, 2003; Council of Europe, 2014; UNESCO, 2015; Van Driel et al., 2016; Wetenschappelijke Raad voor Regeringsbeleid, 2003). The need for this is often related to the (increasing) diversity in society and the need for social cohesion, as was explained in a European Commission project: As a result of increasing diversity, value pluralism means that we need a way of reconciling ourselves with differences we disagree with, which may be deep and difficult to bridge. Respect for the other’s individuality, reason and human standing, or the fact of common citizenship, can provide grounds for putting disagreement into perspective and thus for tolerance (Dobbernack et al., 2013, p. 3). Since 2006, schools in the Netherlands have been obliged by law to promote ‘active citizenship and social cohesion’ (until 2021 called ‘active citizenship and social integration’) (Bron, n.d.; Tweede Kamer der Staten-Generaal, 2019). An important criterion for the Inspectorate of Education with which to evaluate schools’ efforts on this, among other things, is whether schools adequately guarantee ‘tolerance’ and ‘rejection of intolerance’27 (Bron, n.d.; Inspectie van het Onderwijs, 2021a; Willems, 2013). Teaching 27 ‘Tolerance’ and ‘rejection of intolerance’ are mentioned together with freedom of expression, equality, understanding of other people, rejection of discrimination, autonomy and sense of responsibility as ‘basic values of the Dutch constitutional state’that stem from the Constitutional Law and the Universal Declaration of Human Rights (Bron, n.d.; Inspectie van het Onderwijs, 2021a; Willems, 2013).
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