“I’m just British – normal British”: Exploring Teachers’ and Pupils’ Conceptualisations of Religion(s) and Religious Belonging

Abstract

This article seeks to foreground the voices of primary school teachers and children—often silenced in research—and explore how they understand religion(s) and religious belonging. The findings draw on qualitative data investigating the narratives of teachers and pupils from five primary community schools in the West Midlands (England). The research shows that religious traditions in contemporary Religious Education classes still tend to be constructed as un-diverse, impermeable, monolithic wholes as teachers rely on the dominant World Religions Paradigm. As religions as lived tend to be ignored, children find it difficult to situate themselves within debates and conversations pertaining to religion(s) and religious diversity and consequently tend to speak about ‘others’ and imagined ‘them’. As a result, most children believe that RE is learning about the ‘Other’ and tend to construct ‘world religions’ as un-British. The article concludes that, overall, RE fails to challenge static representations of religion(s) and rigid categorisations and that the subject ought to offer alternative representations of religious beliefs and practices by foregrounding the lived realities of children and religious communities.

Publication DOI: https://doi.org/10.1080/13537903.2021.1958493
Divisions: College of Business and Social Sciences > School of Social Sciences & Humanities > Sociology and Policy
Aston University (General)
Additional Information: © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Uncontrolled Keywords: (mis)representation of religious traditions,Boundary drawing,Religious Education,primary education,religious belonging,Cultural Studies,Religious studies,Philosophy
Full Text Link:
Related URLs: https://www.tan ... 03.2021.1958493 (Publisher URL)
http://www.scop ... tnerID=8YFLogxK (Scopus URL)
PURE Output Type: Article
Published Date: 2021-09-08
Published Online Date: 2021-09-08
Accepted Date: 2019-09-19
Authors: Benoit, Céline

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