Part 1: Keeping Faith in Religion and Worldviews Education (RE)
by Dave Francis and Denise Cush
We have both dedicated our working lives, and even quite a bit of our retirement to date, to the cause of learning and teaching about religions and worldviews. This has involved a wide range of settings, teaching and researching in schools and universities, acting as consultants and producers of resources, and working with students in primary and secondary schools, in undergraduate and postgraduate Study of Religions, and in initial teacher training and continuing professional development.
Many, including friends, family, casual acquaintances and careers teachers, have considered this a very odd way to spend our time. Indeed, there have been moments when we have questioned our sanity ourselves, given the complexities involved. We’ve both thought at times that the job would be lot easier if it wasn’t for a) religious people and b) non-religious people. RE has rarely been a priority of those in power, and has been characterised as a ‘Cinderella subject’ since the 1960s.
RE has an image problem, and is misunderstood. Even though the subject in state-funded schools without a religious character (and in many with) has been non-confessional and multi-faith in England and Wales since the 1970s, people often presume that the aim is to promote religious faith, especially Christianity. The name doesn’t help. Also, the fact that in some schools promoting religious faith is indeed an aim of RE. Over a third of primary and about a sixth of secondary state-funded schools are schools with a religious character, mostly C of E or RC.
RE is much neglected. Although statutory, many schools do not provide RE at all key stages. Others offer a token gesture. This was made worse by ‘academisation’, where the majority of schools can design their own curriculum, and often choose to minimise RE. Half of those teaching RE in secondary schools are not subject specialists. Recruitment targets for training are not being met, not helped by the fact that other subjects offer bursaries of up to £29,000 (eg Maths) and RE has none, in spite of the shortage of specialists. PGCE courses are being closed, as are degree course in Religious Studies and Theology. The subject was damaged by the introduction of the ‘EBacc’ in 2010, interpreted as a list of subjects considered important, excluding RE as well as the creative arts.
RE is not organised like other subjects. It was not included in the National Curriculum established in 1988, but remains (as before 1988) organised by Local Authorities, or Anglican and Catholic dioceses and other religious bodies, and increasing by Multi-Academy Trusts and individual schools. This has led to a massive inequality of provision for pupils who may experience excellent RE, poor quality RE or even none. This also affects the funding of RE. While the National Curriculum subjects are supported by national funding for things like curriculum development, teaching resources and professional development, RE has rarely had this help. Local Authority funding has gradually dwindled, in some cases to nothing, and much RE work is reliant on volunteers and charities (including religious bodies, and the Sea of Faith Network). Local Authority Standing Advisory Councils have been in the past important settings for grassroots subject development and inter-worldview cooperation, but increasingly have little or no funding and fewer schools to which their work applies.
In spite of (and sometimes because of) these difficulties we have retained the faith in the importance of Religion and Worldviews Education. In today’s interconnected world, with its swirl of information and disinformation, it would seem more important than ever to have accurate knowledge and understanding of the religious and other worldviews that inform the beliefs, values, actions and identities of everyone from world leaders to your next-door neighbour. Students (and adults) need an education in religions and other worldviews which is (as far as humanly possible) objective, critical and pluralist, in order to be able to discuss and evaluate matters relating to religion, religions and worldviews, the ‘religious literacy’ referred to in the ‘Network Matters’ article (Sofia, 159, pp. 20ff.). In addition to this, we consider that this is truly educational, in that the study of religion and worldviews is not just learning about what ‘other people’ think and do, but can be personally transformative, offering students a wealth of possible resources on which to draw in developing their own worldview and plans for life, and a space – perhaps for some the only one on offer – in which to reflect on this.
It is important to grasp that a person’s worldview is not just about their beliefs or opinions, but underpins their values, behaviour, customs and daily life, and can be central to, or at least an important part of, their sense of identity. It is important to get the ‘Big Ideas’ of the subject such as diversity within and across traditions (see: https://bigideasforre.org).
... the study of religion and worldviews is not just learning about what ‘other people’ think and do, but can be personally transformative ...
Among the joys that working in this subject have given us have been the opportunity to meet and work with wonderful colleagues from a wide range of religious, non-religious and non-binary backgrounds, to have been made to feel at home in temples, mosques, gurdwaras, synagogues, churches, stone circles and in a wide range of other places of meeting, organisations and networks, to have shared in festivals from Divali to that of a Zulu ‘new religious movement’, here in the UK and around the world. Most importantly, we have tried to promote an education in religion and worldviews which can be personally transformative in helping people work out what is most important in their lives, as well as understanding what is most important in the lives of others, and resources to imagine and contribute towards a better way of living and working together on this planet.
Dave Francis is an educational consultant and former Chair of the Association of RE Inspectors, Advisers and Consultants.
Denise Cush is Professor Emerita in Religion and Education at Bath Spa University, and former Chair of the Association of University Lecturers in Religion and Education.
In Part 2:
We will summarise and examine recent and current developments in the subject, in particular the opportunities offered by the Curriculum and Assessment Review of 2025.