A recent study from Queen’s University has revealed that 42% of respondents in Northern Ireland are dissatisfied with the influence of Christian churches on the Religious Education (RE) curriculum in schools. The research, titled ‘RWE for All’ (Religion and Worldviews Education for All), indicates a strong desire for a more inclusive approach to RE, which is predominantly focused on Christian teachings.
The study highlights that the current RE syllabus, established in 2007 and developed by four Christian churches, mandates the teaching of exclusively Christian content. This has raised concerns among parents and educators about the marginalization of minority faiths and non-religious viewpoints. Over 60% of participants acknowledged the importance of learning about diverse beliefs, including Muslim, Humanist, and atheist perspectives, in fostering social cohesion and reducing prejudice.
Dr. James Nelson from the School of Social Sciences at Queen’s University and Dr. Rebecca Loader from the University of Cambridge led the study, which was funded by the Culham St Gabriel’s Trust, the Northern Ireland Interfaith Forum, and Parents for Inclusive Education. They found that while 46% of participants were satisfied with the uniformity of the RE syllabus across different schools, a significant portion expressed concern regarding the Christian-centric nature of the curriculum.
Participants reported feeling excluded by the current approach, particularly minority faith and non-religious parents. Many noted that the legal right to withdraw children from RE was inadequate, as it often led to feelings of isolation for those children within the classroom environment. The study emphasized the necessity for reform, advocating for an inclusive curriculum that reflects the diverse beliefs present in Northern Ireland.
Teachers participating in the research reported inconsistencies in RE instruction and expressed feeling unsupported when addressing the diversity of beliefs in their classrooms. Concerns were raised regarding external religious visitors who sometimes presented information that was inappropriate for young children.
Dr. Nelson stated, “The research affirms the necessity for reform of the curriculum,” adding that there is broad support for creating inclusive educational environments. Co-researcher Dr. Loader noted the potential benefits of an inclusive RE curriculum, stating it could allow children to share their perspectives and better understand their peers.
The study proposed several characteristics for a revamped syllabus, including person-centered design and equal status for all pupils as learners. It also suggested that a new curriculum should be developed by a group of educators with diverse religious and philosophical backgrounds, ensuring transparency and ongoing evaluation.
The findings come in the wake of a recent ruling by the UK Supreme Court, which indicated that the current RE curriculum in Northern Ireland does not adequately meet standards for objective and pluralistic education. This ruling aligns with the study’s conclusions, highlighting the need for changes to the existing framework to better serve all students.
Following the Supreme Court’s decision, Northern Ireland’s Education Minister Paul Givan reaffirmed that schools should continue teaching RE based on the Holy Scriptures, although he acknowledged the need for reform. Givan indicated in a letter to school principals that the department would work towards revising the RE syllabus in light of the judgment, while also emphasizing that the area of collective worship requires further evaluation.
The Supreme Court’s ruling also addressed the implications of exercising the right to withdraw children from RE, suggesting that it could create undue burdens on parents. The justices clarified that the case was not about removing religious education from schools, but rather ensuring that it is delivered in an inclusive manner that respects the beliefs of all students.
As the discussion surrounding the RE curriculum continues, the findings of the ‘RWE for All’ study underscore a growing demand for educational reforms that reflect the diverse society of Northern Ireland, fostering understanding and respect among students of varying backgrounds.
