Religious education in Catholic schools in Ireland and South Korea: complex layers of diversity, policy and teacher agency

Abstract

ABSTRACT This paper explores and compares the experiences and perspectives of primary teachers regarding the teaching of religion in Catholic schools in Ireland and South Korea. Semi-structured interviews were conducted with ten teachers from each country. The findings highlight the contrasting perspectives of teachers from the two countries regarding the importance of and approach to religious education as a response to the challenges posed by pluralism. Teachers from Ireland predominantly exhibit a proactive approach, valuing diverse viewpoints and making efforts to engage in interreligious dialogue. Conversely, many teachers from South Korea demonstrate a deep appreciation for their own belief in God and prioritise the faith development of children. The comparative study highlights the importance of understanding teachers’ experiences and the ways in which they navigate the intersection of religious diversity, national policies, Catholic ethos, and their own personal faith perspectives. Our findings demonstrate the central role of teachers’ beliefs and future-oriented agency in the construction and implementation of religious education which does not always follow prescribed confessional or secular-neutral approaches.