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. (shrink)

Multicultural education was attacked by antiracists in Britain in the 1980s. Although it is arguable that not all of the criticisms were valid, the debate raises questions about the efficacy of religious education in countering racism. The paper argues that a lack of analysis of the concepts 'religions' and 'cultures' in British RE has led to a representation of religious traditions which essentialises them, playing down their internal diversity, and which assumes a 'closed' view of cultures. A more flexible approach (...) is suggested, drawing on work in ethnography and other social science disciplines, which might better combine with antiracist stances than earlier approaches. The work of the Warwick Religions and Education Research Unit is introduced briefly as an example of an attempt to address some of the above issues in terms of an integrated approach to theory, the study of religions in the community and the development of religious education curriculum materials. (shrink)

The place of religion in society is under scrutiny. Increasing local and global religiously marked conflict calls for deeper enquiry into its causes and possible solutions. Inter-religious ignorance may be contributing to rising intolerance. Philosopher Peter Singer claimed that interactions with an increasing variety of cultures will require humanity to develop a more tolerant approach to those once considered outsiders. This thesis proposes that comparative religion education may contribute to a possible remedy. The study combines qualitative and quantitative research methods (...) to explore the relationship between comparative religion knowledge and cultural diversity capability. It argues that comparative religion education may assist in the development of inclusive attitudes towards religious and cultural difference and thus make a positive contribution to social cohesion and democratic citizenship. It includes a survey of Australian Year 11 students enrolled in the comparative Study of Religion course. The results are not conclusive but may be interpreted as showing some support for the hypothesis. The study raises important questions regarding the nature of religion education in Australia and highlights opportunities for further research. (shrink)