{"title":"Religion and belief across schools","authors":"A. Dinham","doi":"10.2307/j.ctv16t670v.9","DOIUrl":"https://doi.org/10.2307/j.ctv16t670v.9","url":null,"abstract":"This chapter focuses on religion and belief in the wider life of schools. Religion and belief are not simply the preserve of religious education in schools, though they may be most obvious there. They also appear in the requirement of the act of daily worship, as well as in the right to withdraw — a right belonging only to this sphere and to sex education, apparently two areas in need of more than usually sensitive handling. However, religion and belief are implied, and have implications, throughout the whole life of schools. A number of spaces complement, supplement, overlap with, and even colonise the formal business of religious education. Spiritual, moral, social and cultural education (SMSC); ritish values; the Prevent duty; citizenship education; Personal, Social, Health and Economic education (PSHE); and relationships and sex education (RSE) are all interrelated parts of socialising pupils in religion and belief in schools, and each does so from its own epistemological and normative starting points, which do not necessarily line up. The chapter considers each of these spaces in turn, as well as in relation to each other and religious education.","PeriodicalId":348964,"journal":{"name":"Religion and Belief Literacy","volume":"18 9-10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120932494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Religion and belief in community education and learning","authors":"A. Dinham","doi":"10.2307/j.ctv16t670v.13","DOIUrl":"https://doi.org/10.2307/j.ctv16t670v.13","url":null,"abstract":"This chapter studies religion and belief in community education and learning. There has been a long tradition of education and learning in community spaces, both formal and informal. The chapter examines the tensions across three strands of community education: cohesion education, which emphasises skills in multi-faith action; anti-extremism education, which trains community leaders to spot and prevent religion and belief extremism (including non-religious, political extremism) and increasingly addresses anti-Semitism; and citizenship education, which is something of a blend. It also looks at supplementary education in out-of-school settings, the majority of which are faith-based, the curricula of which are largely unknown, and whose very existence has therefore been controversial. This all sits in a context of the widespread absence of forms of adult education focused on politics, power, and inequality, much of which once took place in universities. However, many universities have lost such spaces in the period since around 1980.","PeriodicalId":348964,"journal":{"name":"Religion and Belief Literacy","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114530865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The future of religion and belief literacy: reconnecting a chain of learning","authors":"A. Dinham","doi":"10.46692/9781447344643.011","DOIUrl":"https://doi.org/10.46692/9781447344643.011","url":null,"abstract":"This chapter summarises what each learning sphere suggests about religion and belief. Religion and belief continue in a public sphere that largely thinks of itself as post-Christian, post-religious, and secular, while having limited understanding of either religion and belief or the secular. This makes it a particularly difficult subject for discussion and learning. As the previous chapters show, messages about religion and belief are messy and often contradictory within learning spaces, as well as between one learning space and another. While this might be said of all sorts of topics, this one has some particular features that single it out. First, the woolly secular-mindedness at its root often stops the conversation before it begins. Second, what is being discovered in this space is a lack of ability to talk about religion and belief. Third, at their core, religion and belief engage with existential questions in which everybody has a stake, regardless of how they answer them. Fourth, religion and belief deal in both certainty and doubt. These characteristics of religion and belief both strain the chain of learning and make it more difficult to reconnect. The chapter then applies a religion and belief literacy analysis to explore how the chain of learning might be reconnected.","PeriodicalId":348964,"journal":{"name":"Religion and Belief Literacy","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122013471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Religion and Belief in University Practices","authors":"A. Dinham","doi":"10.2307/j.ctv16t670v.10","DOIUrl":"https://doi.org/10.2307/j.ctv16t670v.10","url":null,"abstract":"This chapter assesses religion and belief in university practices. In many ways, universities continue to reflect their Christian medieval roots (directly or by pastiche), hanging on to the gowns and hoods, titles, and roles of a Christian age. This legacy is deep in the contemporary higher education landscape. A crucial challenge is how to work out a place for education — in universities, as for schools — which emerges out of a Christian past, and to some extent present, while at the same time taking fully and authentically on board the contemporary religion and belief landscape, which is Christian, secular, plural, and non-religious all at once. The problem is that universities tend to pick up where schools leave off, continuing the confusion with a subtextual replaying in both teaching and operations of old binaries and tropes about science versus religion, secular versus sacred, private versus public, and resource versus risk. These are all built deeply into the epistemologies of disciplines, as well as reflected in the day-to-day operations of institutions.","PeriodicalId":348964,"journal":{"name":"Religion and Belief Literacy","volume":"28 5-6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127504934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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