Religious Education In England Research Articles

The representation of Islam in Religious Education textbooks in England: an alternative approach

ABSTRACT This article examines the representation of Islam in four of the most popular and current Religious Education textbooks in England. The aim is to identify the extent to which the curriculum content is aligned with the aims of Religious Education in England. The textbooks content is reviewed using three frameworks available in literature, two of which are directly related to analysing textbooks on Islam while the third is a general set of curriculum guidelines on making textbook content inclusive. Based on examples extracted from the textbooks, it is argued that the representation of Islam in the curriculum lacks diversity, is stereotypical and promotes an essentialised view about Islam as a religion. The article further uses the case study of jihad to propose the use of hermeneutical approach in writing curriculum content about Islam using sources of authority and historical and literary perspectives to combat the issue of monolithic, absolutist, and fossilised representation of Islam in textbooks.

Conceptualising religion and worldviews for the school: opportunities, challenges, and complexities of a transition from religious education in England and beyond Conceptualising religion and worldviews for the school: opportunities, challenges, and complexities of a transition from religious education in England and beyond , by Kevin O’Grady, New York and London, Routledge, 2022, 210 pp., $170.00 (hardback), ISBN 9781032046198; $47.65 (eBook), ISBN 9781003193944

Conceptualising religion and worldviews for the school: opportunities, challenges, and complexities of a transition from religious education in England and beyond <b>Conceptualising religion and worldviews for the school: opportunities, challenges, and complexities of a transition from religious education in England and beyond</b> , by Kevin O’Grady, New York and London, Routledge, 2022, 210 pp., $170.00 (hardback), ISBN 9781032046198; $47.65 (eBook), ISBN 9781003193944

Reviewing the place of Humanism in religious education

ABSTRACT The purpose of this article is to review the place of Humanism in religious education in England and Wales and to initiate a debate on the importance currently accorded to it. Our discussion begins with a short account of historical efforts to include the study of Humanism in religious education, followed by an equally short account of more recent educational policy documents and reports supporting the inclusion of Humanism. Our enquiry considers the issue of how many (self-identifying) humanists there are, for it is in terms of adherents and supporters that humanists often frame their case for inclusion. The relationship between those who identify as humanist and those who identify as non-religious is then considered. This is followed by a review of the place of Humanism in a small sample of agreed syllabuses. The conclusion is reached that there is a case for a reassessment of the degree of focus on Humanism in religious education. This conclusion raises challenges for religious educators going forward, two of which are considered and positive policies are proposed.

English RE: under pressure?

AbstractThis paper will examine four potential areas of pressure to RE in England in the 2020s: Academisation—and the structural issues arising from ever greater numbers of schools being outside local authority control; the alleged secularisation of the curriculum through the Worldviews Paradigm; the financial situation of Standard Advisory Councils on Religious Education in England; and the teacher recruitment crisis. Taking a historical turn, it will then consider whether these are uniquely challenging to the subject, or whether the RE community might gain solace from a realisation that these challenges have been overcome at other points in history.

Book Review: Conceptualising Religion and Worldviews for the School: Opportunities, Challenges and Complexities of a Transition from Religious Education in England and Beyond

Book Review: Conceptualising Religion and Worldviews for the School: Opportunities, Challenges and Complexities of a Transition from Religious Education in England and Beyond

Din Kültürü ve Ahlak Bilgisi Derslerinde Eleştirel Düşünme Becerisinin Geliştirilmesinde ‘Çocuklar için Felsefe’ Yaklaşımının Kullanılması

Critical thinking skills, often referred to as higher-order cognitive skills, are considered important for the Religious Culture and Ethics Course due to gains such as pupils’ taking responsibility of their own learning, actively constructing knowledge, supporting the development of other high-level thinking skills such as reflective and creative thinking. As students’ critical and inquiring thinking skills increase, they can also develop a number of related skills, such as the ability to explain issues in more detail, evaluate learning topics in relation to their own lives, become aware of different perspectives on problem situations, and question the reliability of information resources. One of the effective approaches for pupils to acquire critical thinking, inquiry and questioning skills is the 'Philosophy for Children' approach, which was developed by Matthew Lipman in the early 1970s’ and has been applied in many countries, for different school subjects since then. The main aim of this approach is to develop students' thinking and reasoning skills through philosophical discussions in the classroom. The 'Philosophy for Children' model stands out as an effective approach in religious education by creating dialogic and collaborative teaching-learning environments, encouraging students to inquire and question, and developing critical and reflective thinking skills. In our country, Religious Culture and Ethics Course curriculum, which highly considers inquiry and questioning in learning, aims to ensure that students learn by making sense of the content and using high-level thinking processes. Instead of a traditional, teacher-centred and rote religious education, it is aimed for students to become learner agents who inquire, question, strive to reach the source of knowledge, and actively construct knowledge. Therefore, Religious Culture and Ethics course requires teachers to use strategies, methods and techniques that enable students to develop and use high-level thinking processes. ‘Philosophy for Children’ approach has also been used in religious education in England and in Islamic religious as well as ethic courses in Malaysia. The studies undertaken in these countries have provided important contributions to students' active participation in the lessons, development of critical thinking and reasoning skills, self-confidence, self-esteem and social relations. This study is a literature review examining the theoretical foundations of the 'Philosophy for Children' approach, its application and evaluation processes, as well as its use in religious education by looking into both international and national literature. The aim of the study is to examine the 'Philosophy for Children' approach, which is thought to be useful in developing effective learning skills such as inquiry, questioning, problem solving and critical thinking related to concepts and problems of religion and morality in the primary and secondary Religious Culture and Ethics Course curriculum. Besides recommendations and implications are made for this course.

Radical reform in RE – a response to Mark Chater

ABSTRACT This article is a response to Mark Chater’s argument that sectional interests are hampering reform in Religious Education in England and that radical structural reform is needed to correct this. The valid insights of Chater’s article are identified, but a significant correction is made by arguing that the reform of mindset, not structures, is what is actually required. The mindset issues identified are, first, a sense of entitlement to control that the structures have nurtured in religious communities and, secondly, a sense of hostility to religious communities that has in turn resulted amongst RE professionals. The article concludes with a reflection on the characteristics of an alternative mindset.

The meaning of religious education in English legislation from 1800 to 2020

ABSTRACT The importance of key legislation in framing religious education in England is widely assumed, and indeed some argue that these Acts – of 1870, 1944 and 1988 – demarcate pedagogical phases, or paradigms. Policy and historical analyses have revealed the political and social disputes around legislation, but often conflate legislation with other policy. This paper reassesses the statutory meanings of ‘religious education’ through a textual analysis of legislation from 1800 onwards, exploring: the positive entitlement to religious education; the negative freedom not to be subjected to other forms of religious education; curriculum specifications. Sixty-five Acts were reviewed. Presented chronologically, the analysis shows that: the term has a long and varied development that predates compulsory education; several neglected Acts have been pivotal in shaping the subject – notably in 1841, 1869 and 1936; religious education is continuously a marker of religious autonomy for individuals and increasingly for schools, and its curricular use stems from this; the newest related terms are for inspection purposes. The implications are discussed for accounts of the subject, curriculum development and further research, both in England and more widely.

The Effects of Judgements by the European Court of Human Rights on Religious Education in England and Turkey

In this paper, we consider the differences between national and supranational space and time by focusing on one important strand within supranational processes: the European Court of Human Rights, which has given several judgements on religious education. We compare how the ECtHR’s decisions and guidance are represented and interpreted in Turkey and England. This analysis shows that these decisions are deployed as catalysts for change as well as bulwarks of the status quo. We also consider how the two countries’ responses are different, notably because Turkey has been a responding state in several proceedings, but England has not.

Unearthing Ecumenical Influences on Education Policy in England and Norway using Statement Archaeology

This paper focuses on the development of Religious Education in England and Norway examining changes that took place in the 1960s. Using Statement Archaeology, the influence of the Christian ecumenical movement on English RE is identified. This movement has mostly been overlooked in the historiographies of RE, yet it appears to play a key role in creating circumstances in which the legitimate study of non-Christian worldviews becomes possible. The paper presents existing research that demonstrates how these global ecumenical discourses affected educational policies in England, setting out a compelling case for further exploration of the developments in Norway.

Teachers’ personal worldviews and RE in England: a way forward?

ABSTRACT Teachers’ worldviews may impact their practice in terms of pedagogy, curriculum choices, and the value they assign to, or enthusiasm for, a curriculum subject. In England, Religious Education (RE) involves the teaching of religious and non-religious worldviews. RE teachers often lack training, subject knowledge, confidence or even desire to teach the subject. This article develops a working definition of ‘worldview’ as an individual’s frame of reference, held consciously and subconsciously, that evolves due to life experiences, enabling them to make sense of the world. Hermeneutical tools employed in training sessions with teachers enabled them to identify aspects of their worldviews and the narratives which have formed these. Research was undertaken through semi-structured interviews with 10 Primary school teachers in the South West of England. Findings revealed variations between teachers’ worldview-consciousness and the impact of their worldviews on their teaching of RE: notions of ‘good life’ varied and determined their teaching of, choices within and rationale for RE alongside growing confidence. Depth of understanding was facilitated for some by overseas travel or working and living in an ethnically diverse area. Greater self-understanding for teachers was evident in their acknowledgement of the impact of their own worldviews on their teaching of RE.

Argumentation in religious education in England: an analysis of locally agreed syllabuses

ABSTRACT The importance of developing students’ ability to argue effectively is generally recognised across the curriculum, however what this means within religious education has not been thoroughly investigated. We explore this issue first through an initial review of both wider philosophical and curriculum literature on argumentation, notably Toulmin’s work, and then a review of relevant research within religious education. We then describe our curriculum analysis, addressing three research questions focusing on the frequency, purpose and conceptualisation of argumentation, though a mixed-methods curriculum analysis of locally agreed syllabuses across England (LASs). A quantitative analysis of frequency in thirty-five LASs showed that although argumentation was never mentioned, other cognates were always present. A detailed qualitative analysis of six LASs showed that its purpose was linked to personal expression within democratic participation, and epistemic and empathetic flexibility. Using Toulmin’s model of argumentation as a frame, it is generally conceptualised around the elements of claim, evidence and rebuttal, but the precise nature of evidence, warrant and backing are not explicit, especially as the field-dependent elements are unspecified. The implications of these findings for both general conceptualisations of argumentation and curriculum development within religious education are outlined.

The right of withdrawal from religious education in England: school leaders’ beliefs, experiences and understandings of policy and practice

ABSTRACT The right of parents to withdraw children from RE was conceived as a protection for the rights of religious minorities at a time when Religious Instruction in the community school was of a Christian confessional nature, this paper questions whether this provision is still coherent or necessary for contemporary multi-faith RE. Based on a survey of 450 headteachers and RE coordinators. Total of 70.5% of participants believe that the right to withdraw is no longer required. Participants’ experiences of the right of withdrawal requests, such as the reasons given by parents, were correlated to their views on the right to withdraw. Exploring the roots of that belief in more detail we found that the majority of participants had experienced withdrawal requests for various reasons, and a sizeable minority (41.2%) had experienced requests to withdraw selectively from parts of RE. We also found considerable confusion regarding the legal status of withdrawal requests.

A critical policy analysis of local religious education in England

ABSTRACT This critical policy analysis investigates the opinions and activities of Standing Advisory Councils on Religious Education (SACREs) in England. It uses a critical approach to educational policy to examine the diffuse power structure of SACREs and give voice to those local councils. Using data gathered in an online survey of SACREs, conducted between January and May 2017, it critiques the activities of SACREs and, in identifying what they see as their future role, questions whether the complex, producer-based governance structure of religious education is preferable to a simple, neo-liberal centralised legal settlement. It suggests that those individuals and groups which are successful in surviving in the increasingly competitive, marketised, local RE policy landscape become intrinsic parts of the national neo-liberal solution.

Sacrificing Cinderella: will giving up Religious Education help to establish a more promising successor?

ABSTRACTThis article discusses the recent report of the Commission on Religious Education on “Religion and Worldviews“. While it praises the report for its honest critical evaluation of the current situation of Religious Education in England as well as for the effort of improving this situation by suggesting far-reaching amendments at a systemic level, the article also raises a number of critical questions. These questions refer to the relationship between state and religion, to problems arising from the ill-defined term ‘worldview’, to unresolved problems concerning teacher education in the area of worldviews as well as to the lack of attention to research on Religious Education in the report. Altogether it does not appear necessary to give up the subject of Religious Education in order to improve the situation and not enough good reasons have been presented for switching to a new subject which, in other countries, has in fact created many new problems.

Addressing multicultural societies: lessons from religious education curriculum policy in Indonesia and England

This study compares the religious education (RE) curriculum policy in England and Indonesia focusing on state schools. It explores political, socio-cultural and religious principles informing the curricula, and investigates topical issues within the particular type of RE being promoted. The learning and teaching strategies employed to engage students with the curriculum are also discussed. We assert that multicultural and critical approaches need to be employed in educating pupils, in order to raise awareness of their responsibility to work toward more harmonious and prosperous societies. In practice, the writing uses content analysis by investigating policy documents issued by various government agencies. It is demonstrated that both countries politically support RE as a subject projected to build up social cohesion. In terms of religious principles, RE in England includes multiple religions and even non-religions such as Humanism in the curriculum, while RE in Indonesia has a mono-religious focus. RE in Indonesia only teaches pupils about their own faith and religious identity, whereas RE in England offers information about various religious and non-religious philosophies or life-orientations. In brief, RE in England employs religious and non-religious exploration to build a broad knowledge of many religions, while RE in Indonesia tends to endorse religious judgment and commitment. This suggests that Indonesia and England have divergent views regarding the multi-cultural understand that is constructed by the two curricula. The multicultural and critical approaches discussed in the study are offered as tools to develop strategies to improve RE curricula so as to produce students with greater religious and cultural competence.

The professionalisation of non-denominational religious education in England: politics, organisation and knowledge

In response to contemporary concerns, and using neglected primary sources, this article explores the professionalisation of teachers of Religious Education (RI/RE) in non-denominational, state-maintained schools in England. It does so from the launch of Religion in Education (1934) and the Institute for Christian Education at Home and Abroad (ICE) (1935) to the founding of the Religious Education Council of England and Wales (1973) and the British Journal of Religious Education (1978). Professionalisation is defined as a collective historical process in terms of three inter-related concepts: (1) professional self-organisation and professional politics; (2) professional knowledge; and (3) initial and continuing professional development. The article sketches the history of non-denominational religious education prior to the focus period, to contextualise the emergence of the professionalising processes under scrutiny. Professional self-organisation and professional politics are explored by reconstructing the origins and history of ICE, which became the principal body offering professional development provision for RI/RE teachers for some 50 years. Professional knowledge is discussed in relation to the content of Religion in Education which was oriented around Christian Idealism and interdenominational networking. Changes in journal name in the 1960s and 1970s reflected uncertainties about the orientation of the subject and shifts in understanding over the nature and character of professional knowledge. The article also explores a particular case of resistance, in the late 1960s, to the prevailing consensus surrounding the nature and purpose of RI/RE, and the representativeness and authority of the pre-eminent professional body of the time. In conclusion, the article examines some implications which may be drawn from this history for the prospects and problems of the professionalisation of RE today.

Prospects and problems for Religious Education in England, 1967–1970: curriculum reform in political context

This article provides an historical case study of an abortive attempt to revise policy and legislation relating to Religious Education (RE) in English schools in the late 1960s and early 1970s. Drawing upon published sources, including parliamentary debates, as well as previously unutilised national archival sources from the Department of Education and Science, it comments upon events which have hitherto been omitted from the historiography of RE, but which help to contextualise significant changes in RE theory and practice at that time. Moreover, it demonstrates that the current parlous state of RE in schools is in part the result of latent and longstanding issues and problems, rather than a consequence of present-day government policy alone. Therefore, in reviewing and developing RE policies and practices, all stakeholders are urged to look more closely at both changes and continuities in the subject’s past and the contexts in which they occurred.

The Failure of the Amending Bill: No National Consensus for Religious Education in England, 1920-1923”

The Failure of the Amending Bill: No National Consensus for Religious Education in England, 1920-1923” George Sochan Between 1870 and 1944 a dual system of education existed in England wherein both the government and the various denominations provided elementary and secondary education. The dual system had been created because, during the nineteenth century, the English were divided over the issue of religious instruction in the schools. The state system consisted of provided, or Council, schools that received financial assistance from the government and the denominational component consisted of non-provided, or voluntary, schools that did not receive governmental funding. At the beginning of the twentieth century, the Church of England still maintained thousands of schools within the country, but the strong role within national education was weakening as the calls for educational expansion increased. Full Text: PDF DOI: 10.15640/rhps.v3n2a2

Towards international comparative research on the professionalisation of Religious Education

This article calls for international comparative research on the professionalisation of Religious Education (RE). To this end, it provides a rationale for focusing upon the concept of professionalisation and a theoretical justification for international comparative research, particularly identifying its significance in terms of the development of RE in England and Germany. The article outlines a methodology for exploring the concepts of professional knowledge, professional self-organisation and politics and professional development. The proposed methodology involves a systematic analysis of primary documentary sources including: (1) academic and professional journal articles and textbooks; (2) the archives of relevant institutions and organisations; and (3) external evidence, such as inspection and research reports. An analytical case study of two leading journals in each national context, Religion in Education in England and Der Evangelische Erzieher in Germany, in the immediate post-war era is appended to illustrate the benefits of implementing such a methodology across national boundaries.