Finding Ways Forward

Norman RichardsonStranmillis University College

SHARING RELIGIOUS EDUCATION

Share Your Thoughts …

… about sharing Religious Education

• A concern … an uncertainty … a problem … a perceived difficulty … a question

• A possibility … a hope … a conviction … a way forward

Note them down – and share one

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Accentuating the Positive

•What would we need in order to make Shared Religious Education work?

•What can I contribute from within my sphere of influence?

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A Personal Position

• My opportunity – to teach RE within “plural classrooms” at different levels

• My principle – to treat all learners as participants in shared learning

• My practice – to speak openly about religion and religious diversity in order to model the kind of learning I desire for my students

• My privilege – to have learned much from taking these opportunities

• My conviction – teaching religion this way is enriching and rewarding for both teachers and learners

Suggested Key Factors

•A Sense of Purpose – A Rationale

•Agreed Principles for fair practice

•Agreed Areas for Study

•Suitable Resources

•Personal and Group Encounter

•Readiness for Challenge

•A Supportive Ethos

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A Sense of Purpose

•Sharing … for what?• Expanding knowledge / awareness / understanding …?• Reducing prejudice / dispelling stereotypes?• Exploring life issues together – clarifying beliefs & values?• Good relations / mutual understanding / respect?

• A missing dimension from the Core Syllabus – no discussion of a rationale!• We need that discussion, especially if we are to share

• Shared RE requires vision – purpose – clear motivation – for teachers and learners

• Collaboration requires communication• At all levels – have we discussed these issues with our

collaborating colleagues?

•Key suggestion: talk about it!6

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A Rationale for Sharing RE

• Sharing in inclusive RE is not an optional extra • children are entitled to it as an element of a good education

• We are part of a diverse local and global society – doing RE together is preparation for life in that world

• Education is a journey (educere = leading out) involving challenge, risk, the possibility of change – it should never simply preserve the status quo

• RE in school does not have the same role as in a faith community

• It should never be proselytization

(in any kind of school, including faith/church schools)

• It should always be educationally justifiable

• Key principle: separate RE gives the wrong message about religion and the wrong message about education

Towards Agreed Principles …… for fair and balanced practice in the plural classroom• Must be based on respect for each other’s rights & values• Must be based on sound scholarship – in teacher preparation and

texts/materials used• RE should develop critical thought and affective awareness• RE should be challenging and open-ended• Topics and themes should be broadly based in a local and global

context • Professional practice should be in keeping with all other areas of

the curriculum – in syllabus preparation and in teaching• Partnership among stakeholders is valuable – it must be broad and

inclusive

• Key factor: the building of trust at all levels

See: The Toledo Guiding Principles (OSCE/ODIHR, 2007)8

Common Courses of Study

• This does not mean similar matters taught separately –the study must be common, not just the content

• In shared education situations, this should include:

• explaining openly anything that is done separately

• mutual learning about similarities and differences in the beliefs & practices of Christian traditions: Catholic/Protestant/Orthodox/others

• mutual learning about less familiar religions and beliefs: world

faiths and secular life stances – always aware of internal diversity

• mutual learning from religious and spiritual traditions and customs – including “personal search”

• Key skill: doing as much in common as possible – minimising separateness

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Suitable Resources

• There is no shortage of resources – many are ideal for shared learning

• What is needed is awareness and support in their use

• Artefacts, video clips, puppets, printed or downloadable materials … etc. can be very useful

• Human skill and resourcefulness in using them is invaluable!

•Key skill: Interactive Pedagogy:

• Group work – communication / dialogue

• Active learning

• Fulfilling tasks together

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Resources – some examples

Sources:

• NI Curriculum website

• Locally produced text books (primary & post-primary)

• BBC websites

• Other websites:

• RE Online

• RE Today

• Stapleford

• etc. …

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Encounter

• Shared learning is about interaction

• Individuals and groups

• Learners and teachers

• If we talk about religion we do not automatically offend people!

• We need to model that talking about religion is okay

• Good relationship between teachers is crucial

• A key factor in confidence building and creating safe space

•Key skill: talking about religion and encouraging dialogue

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Challenge

• Teaching shared RE should never be “playing it safe” or choosing the least controversial topic

• Religion can be very challenging – so should RE

• Taking the calculated risk

•Key skill: building confidence in discussing and teaching controversial issues

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A Supportive Ethos

• Leadership is key

• Participation is crucial• Whole staff engagement

• Pupils/students consultation

• Listening

• Providing safety and support

• Openness about symbols & dress

• Displays and welcome

• No tolerance of racist or sectarian behaviour

•Key principle: shared education is a whole school issue

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Next Steps?

•Consider a positive step that it would be worth taking from within your working context or sphere of influence:

•short term

• longer term

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To make progress, we need …

• Focused training for teachers (pre- / in- service) on teaching RE for the shared classroom

• Confidence-building for teachers

• Core Syllabus Review towards greater inclusiveness in content and process

• A catch-up with actual growing practice?

• Support and encouragement from government, faith communities, academic institutions and support agencies

• Helping to develop skills and resources

• Broad engagement with RE – not “handing it over”

• Partnership between all stakeholders

• Professional practice in schools

Norman Richardson

n.richardson@stran.ac.uk

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THANK YOU