Abstract

This article addresses what appears to be a retrenchment into narrower forms of identification and an increased suspicion of difference in the context of educational policy in the UK – especially in relation to ‘Religious Education’. The adoption of standardized management protocols – ‘managerialism’ – across most if not all policy contexts including public educational spaces reduces spaces for encountering or addressing genuine difference and for discovering something new and creative. A theory of the ‘feminization of religion’ associated historically with Barbara Welter, provides some useful insights as to why this might be, suggesting that those in British society who would prefer to see greater separation from ‘religion’ in ‘secular’ schools may well also be caught up in forms of gender stereotyping.