ABSTRACT
Chapter 1 contains a discussion of a number of key terms and concepts which are signifi cant for the analysis of bans on religious symbols in education, the central subject of this book. Before examining these bans in the context of human rights measures and anti-discrimination legislation in later chapters, the arguments brought forward in support of bans need to be explored in order to increase our understanding of these bans. Why are bans being introduced in legislation or in regulations in many countries? In the debates taking place in many European countries about the wearing of different types of headscarves and face covering clothing by Muslim women and girls and the necessity of regulating or banning this, the same arguments appear time and time again. The bans are said to be necessary for a number of reasons and often a combination of the following are brought forward: bans or restrictions are said to be needed to improve safety and security within a country; to avoid separation and segregation of certain communities within society and to improve integration and cohesion; to improve communication, especially in educational situations, but also, for example, in court; to promote equality between men and women and to fi ght the oppression of women who are made to wear certain forms of dress by men; and to preserve the secularity or neutrality of the state and the separation between church and state.
