‘I Am Nothing'‐‐Does It Matter? A Critique of Current Religious Education Policy and Practice in England on behalf of the Silent Majority

Rudge, Linda

doi:10.1080/0141620980200304

Cited by 22 publications

(8 citation statements)

References 15 publications

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“…She argues that although in modern British society Christianity is no longer the religion most people follow (citing postsecular trends as the reason), it is given a prominent place in legislation and policy, with the expectation that schools should emphasize it above other religions in RE. To resolve this tension, Rudge suggests the need for flexibility in the way policy is applied in practice to allow both the "majority" and "minority" communities to have equity of experience toward RE (Rudge 1998).…”

Section: Legislation Policy and Religious Educationmentioning

confidence: 97%

“…He points out that although schools understand that by law Christianity should be accorded a prominent place in RE, they are nevertheless flexible in the way they apply this in practice (Robson 1996). The second article, by Linda Rudge, is critical of RE policy and practice in England and Wales because it advantages "minority" groups (including Christianity) and disfranchises what she calls the "silent" majority, including those who describe themselves as "nothing" (Rudge 1998). She argues that although in modern British society Christianity is no longer the religion most people follow (citing postsecular trends as the reason), it is given a prominent place in legislation and policy, with the expectation that schools should emphasize it above other religions in RE.…”

Section: Legislation Policy and Religious Educationmentioning

confidence: 98%

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Mismatches Between Legislative Policy and School Practice in Religious Education: The Scottish Case

Matemba

2015

Religious Education

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Religious education (RE) is arguably one of the most legislated curriculum areas anywhere in the world, and yet in countries where legislation and educational policy exist to support its provision, how schools implement the subject in practice has not received much attention in the discourse. This article attempts to address this lacuna by analyzing the disjuncture between legislative policy and school practice in RE as it exists in Scottish non-denominational schools. The discussion offers possible explanations suggesting that this has to do more with the flexibility of the Scottish curriculum through the use of "open" national guidelines, and the relative autonomy schools have within the educational system. What is problematized in this article is that mismatches between policy and practice in Scottish RE are symptomatic of the complexity of interpreting and applying legislative policy in a contested school subject. This article highlights the increased contradictions and confusions of differential teacher and school experiences of and responses to legislative policy that govern Scottish religious education (RE), a contested and controversial subject (Matemba 2013b, 7ff), existing in an educational system where schools have increased autonomy regarding how the curriculum is delivered in practice (Teelken 1999, 289). Although this article is concerned with policy-practice issues in Scottish non-denominational schools, it is hoped that the discussion will inform the debate not only in the wider Scottish educational context but contribute to RE discourse in the rest of the United Kingdom and beyond. Informed by Stephen Balls' idea of policy as "discourse" (1997), I theorize on how non-denominational schools engage with legislative policy that govern Scottish RE in light of a recent government report ("Teaching Scotland's Future"), which has decried teachers' professional standards and called for an effective professional development regime for teachers as a way, inter alia, of minimizing the Religious Education

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Section: Legislation Policy and Religious Educationmentioning

confidence: 97%

Section: Legislation Policy and Religious Educationmentioning

confidence: 98%

Mismatches Between Legislative Policy and School Practice in Religious Education: The Scottish Case

Matemba

2015

Religious Education

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“…for example, Rudge (1998) contends that RE is some way from being faith neutral and argues that within RE 'the controlling structures are weighted heavily in favour of the "religions" -and one in particular' (157). Rudge believes that RE that continues to privilege a particular religion ignores what she describes as the 'silent majority' of pupils for whom such a biased presentation in RE obviates the opportunity to develop their own identity formation with regard to their worldview.…”

Section: Downloaded By [University Of Leeds] At 11:04 18 May 2016mentioning

confidence: 99%

Conscientious withdrawal from religious education in Scotland: anachronism or necessary right?

Nixon

2016

British Journal of Religious Education

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“…In her critique of the way pupil's situate their own sense of religious identity within a curriculum where religious experiences are defined by their relationship with a traditional religious community, Linda Rudge (1998) argues that those who do not belong are justified in feeling excluded. She believes that the way the curriculum is structured within RE implicitly excludes the "silent majority."…”

Section: Th E Agreed Syllabimentioning

confidence: 99%

Religious Education in England

Revell

2008

Numen

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Th is article argues that RE in England is shaped by a number of factors that promote a rigid definition of religiosity and which discourage engagement with new, unconventional or non-mainstream forms of religion. Th e article identifies the close relationship between RE and the national church and other faith communities as well as a reliance on local agreed syllabi as key characteristics in the inability of RE in England to fully engage with contemporary forms of religion. It ends by calling for a revaluation of the basis for RE and a greater engagement with other disciplines involved in the study of religion. Keywordsmisrepresentation, agreed syllabi, curriculum, religious education, England Numen 55 (2008) 218-240 www.brill.nl/nu

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‘I Am Nothing'‐‐Does It Matter? A Critique of Current Religious Education Policy and Practice in England on behalf of the Silent Majority

Cited by 22 publications

References 15 publications

Mismatches Between Legislative Policy and School Practice in Religious Education: The Scottish Case

Mismatches Between Legislative Policy and School Practice in Religious Education: The Scottish Case

Conscientious withdrawal from religious education in Scotland: anachronism or necessary right?

Religious Education in England

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