TEACHING BUDDHISM IN BRITAIN'S SCHOOLS: REDEFINING THE INSIDER ROLE

Abstract

Dialogical approaches to Religious Education in Britain's schools have opened the subject to input by Buddhist insiders more than ever in its history, although shortcomings remain in the way Buddhism is portrayed in the classroom. With the proviso that insider input can move beyond the ‘do-ut-des’ religious style, this paper describes eight possible areas of classroom experience where Buddhist insiders can make a beneficial contribution. Of these, examples could be found in the educational literature where insider input through home nurture, teaching materials, teacher expertise, insider input and pedagogy had already been applied to good effect in the classroom. However, in the areas of the Agreed Syllabuses for Religious Education, school ethos and national representation input was found lacking or skewed toward ‘convert’ Buddhist expectations, while the voice of the more numerous ‘migrant’ Buddhist community remained relatively unheard.