An alternative reading of modern religious education in England and Wales

• Published in: British journal of sociology of education Vol. 30; no. 5; pp. 607 - 619
• Main Author: Barnes, L. Philip
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 01.09.2009; Routledge, Taylor & Francis Group; Taylor & Francis; Taylor & Francis Ltd
• Subjects: Academic Achievement; British culture; British religious education; Christianity; Cultural Pluralism; Education; Educational Objectives; Educational sociology; England; Foreign Countries; Hull, John; Ideology; Intercultural education; Intergroup Education; Islam; John Hull; Liberalism; multi-faith religious education; Multicultural Education; Recognition (Achievement); Religion; Religious Cultural Groups; Religious Education; religious intolerance; Religious prejudice; social inclusion; Social Integration; Sociology; Sociology of education. Educational systems. Lifelong education; Sociology of religion; Spiritual belief systems; Students; Teaching Methods; Theology; Tolerance; Truth; United Kingdom; Wales; United Kingdom (Wales); United Kingdom (England); United Kingdom; United Kingdom > UK; England; Wales; Religious education; Ideology
• ISSN: 0142-5692; 1465-3346
• DOI: 10.1080/01425690903101114

This paper challenges the overly positive image of the contribution made by religious education in England and Wales to the attainment of liberal educational aims that was recently presented in this journal, in the context of a review symposium on a festschrift celebrating the work and achievements of the influential British religious educator, Professor John Hull. An alternative reading is pursued that provides a more accurate and fair interpretation of the evidence. There is a discussion of the ideological character of British religious education and a consideration of the reasons why assertions of its 'success' by religious educators are currently so vocal. Critical attention is focused on two particular issues over which the influence of Hull on contemporary policy and practice is acknowledged: that of his dismissal of the accusation that multi-faith religious education confuses pupils, and that of current strategies in religious education to promote inter-religious and intercultural understanding.