n richardson sharing re practitioner session 2013
TRANSCRIPT
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Finding Ways Forward
Norman RichardsonStranmillis University College
SHARING RELIGIOUS EDUCATION
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Share Your Thoughts …
… about sharing Religious Education
• A concern … an uncertainty … a problem … a perceived difficulty … a question
• A possibility … a hope … a conviction … a way forward
Note them down – and share one
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Accentuating the Positive
•What would we need in order to make Shared Religious Education work?
•What can I contribute from within my sphere of influence?
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A Personal Position
• My opportunity – to teach RE within “plural classrooms” at different levels
• My principle – to treat all learners as participants in shared learning
• My practice – to speak openly about religion and religious diversity in order to model the kind of learning I desire for my students
• My privilege – to have learned much from taking these opportunities
• My conviction – teaching religion this way is enriching and rewarding for both teachers and learners
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Suggested Key Factors
•A Sense of Purpose – A Rationale
•Agreed Principles for fair practice
•Agreed Areas for Study
•Suitable Resources
•Personal and Group Encounter
•Readiness for Challenge
•A Supportive Ethos
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A Sense of Purpose
•Sharing … for what?• Expanding knowledge / awareness / understanding …?• Reducing prejudice / dispelling stereotypes?• Exploring life issues together – clarifying beliefs & values?• Good relations / mutual understanding / respect?
• A missing dimension from the Core Syllabus – no discussion of a rationale!• We need that discussion, especially if we are to share
• Shared RE requires vision – purpose – clear motivation – for teachers and learners
• Collaboration requires communication• At all levels – have we discussed these issues with our
collaborating colleagues?
•Key suggestion: talk about it!6
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A Rationale for Sharing RE
• Sharing in inclusive RE is not an optional extra • children are entitled to it as an element of a good education
• We are part of a diverse local and global society – doing RE together is preparation for life in that world
• Education is a journey (educere = leading out) involving challenge, risk, the possibility of change – it should never simply preserve the status quo
• RE in school does not have the same role as in a faith community
• It should never be proselytization
(in any kind of school, including faith/church schools)
• It should always be educationally justifiable
• Key principle: separate RE gives the wrong message about religion and the wrong message about education
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Towards Agreed Principles …… for fair and balanced practice in the plural classroom• Must be based on respect for each other’s rights & values• Must be based on sound scholarship – in teacher preparation and
texts/materials used• RE should develop critical thought and affective awareness• RE should be challenging and open-ended• Topics and themes should be broadly based in a local and global
context • Professional practice should be in keeping with all other areas of
the curriculum – in syllabus preparation and in teaching• Partnership among stakeholders is valuable – it must be broad and
inclusive
• Key factor: the building of trust at all levels
See: The Toledo Guiding Principles (OSCE/ODIHR, 2007)8
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Common Courses of Study
• This does not mean similar matters taught separately –the study must be common, not just the content
• In shared education situations, this should include:
• explaining openly anything that is done separately
• mutual learning about similarities and differences in the beliefs & practices of Christian traditions: Catholic/Protestant/Orthodox/others
• mutual learning about less familiar religions and beliefs: world
faiths and secular life stances – always aware of internal diversity
• mutual learning from religious and spiritual traditions and customs – including “personal search”
• Key skill: doing as much in common as possible – minimising separateness
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Suitable Resources
• There is no shortage of resources – many are ideal for shared learning
• What is needed is awareness and support in their use
• Artefacts, video clips, puppets, printed or downloadable materials … etc. can be very useful
• Human skill and resourcefulness in using them is invaluable!
•Key skill: Interactive Pedagogy:
• Group work – communication / dialogue
• Active learning
• Fulfilling tasks together
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Resources – some examples
Sources:
• NI Curriculum website
• Locally produced text books (primary & post-primary)
• BBC websites
• Other websites:
• RE Online
• RE Today
• Stapleford
• etc. …
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Encounter
• Shared learning is about interaction
• Individuals and groups
• Learners and teachers
• If we talk about religion we do not automatically offend people!
• We need to model that talking about religion is okay
• Good relationship between teachers is crucial
• A key factor in confidence building and creating safe space
•Key skill: talking about religion and encouraging dialogue
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Challenge
• Teaching shared RE should never be “playing it safe” or choosing the least controversial topic
• Religion can be very challenging – so should RE
• Taking the calculated risk
•Key skill: building confidence in discussing and teaching controversial issues
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A Supportive Ethos
• Leadership is key
• Participation is crucial• Whole staff engagement
• Pupils/students consultation
• Listening
• Providing safety and support
• Openness about symbols & dress
• Displays and welcome
• No tolerance of racist or sectarian behaviour
•Key principle: shared education is a whole school issue
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Next Steps?
•Consider a positive step that it would be worth taking from within your working context or sphere of influence:
•short term
• longer term
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To make progress, we need …
• Focused training for teachers (pre- / in- service) on teaching RE for the shared classroom
• Confidence-building for teachers
• Core Syllabus Review towards greater inclusiveness in content and process
• A catch-up with actual growing practice?
• Support and encouragement from government, faith communities, academic institutions and support agencies
• Helping to develop skills and resources
• Broad engagement with RE – not “handing it over”
• Partnership between all stakeholders
• Professional practice in schools