What is this module about?

The aim of this module is to explore the public and social significance of religions and theologies, and to draw out the implications for educational theory and practice, with relevance within the primary, secondary and tertiary sectors of education and with reference to equipping people for life and work within religiously diverse societies.
The module is relevant for students considering working in primary schools, secondary schools or the higher education sector. It is also more widely relevant for those considering working in public-facing sectors in which it is increasingly important to take religious diversity seriously (including health care, social work, human resources, business, commerce, and law) and in faith-related sectors.

In addition, the module provides a platform for students who may wish to progress to postgraduate study in fields like religious education, psychology of religion, sociology of religion, and professional practice within faith-related sectors.

Topics covered:

Mapping religious diversity	Why the religious question was introduced to the censuses for England, Wales, and Scotland in 2001.
Qualitative approaches to researching religious diversity.	Quantitative approaches to researching religious diversity.
Designing individual or collaborative research projects exploring religious diversity.	Exploring diversity in Christianity.
Exploring diversity in Islam.	Exploring diversity in Buddhism, Hinduism, Judaism, and Sikhism.
Learning from the individual or collaborative research projects.	Exploring pedagogies.

Learning outcomes:

On successful completion of the module, students will be able to:

• Demonstrate critical knowledge and understanding of religious diversity and its public and social significance in contexts relating to education;
• Evaluate critically qualitative research on religious diversity in contexts relating to education;
• Evaluate critically quantitative research on religious diversity in contexts relating to education;
• Reflect critically on the implications of the public and social significance of religions and theologies for educational theory and practice;
• Reflect critically on religious diversity within their own selected context relating to education

Contact time:

The module will consist of 10 3 hour interactive seminars to a total of 30 contact hours.

Assessment:

The module will be assessed by one 3000 word assignment

Sample reading list:

Arweck, E. (Ed.) (2017). Young people’s attitudes to religious diversity. London: Routledge.
Arweck, E. & Jackson, R. (Eds.) (2014). Religion, education and society. London: Routledge.
Astley, J., Francis, L. J., Sullivan J., & Walker, A. (Eds.). (2004). The idea of a Christian university: Essays on theology and higher education. Carlisle: Paternoster.
Sahin, A. (2013). New directions in Islamic education: Pedagogy and identity formation. Leicester: Kube Publishing.
Smart, N. (1996). The religious experience of mankind. London: Pearson.