ABSTRACT
Chapter 9 addresses the central issues by returning to the two research questions and then the overall research aim. First, it summarises the previous five analysis chapters, thereby addressing the first research question (What judicial pedagogies can be found in the ECtHR’s decisions?) and then tackles the second question (How coherent are these judicial pedagogies?) by showing the variability of approach and assumptions. Then, it considers how these decisions shape the Europeanisation of religions and beliefs in education. It argues that this process is constructed differently from the generic form of Europeanisation of education, both because it is omitted from these generic processes but also because of the manner in which the ECtHR’s decisions have an impact on national and supranational policies, and on grassroots mobilisation around contested issues. It also argues that the two different strands of Europeanisation of religions and beliefs in education, law and softer policy, should be more clearly recognised.
