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Teaching Buddhism in Britain's schools : redefining the insider role

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Thanissaro, Phra Nicholas. (2010) Teaching Buddhism in Britain's schools : redefining the insider role. Contemporary Buddhism, Vol.11 (No.1). pp. 69-84. ISSN 1463-9947

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Abstract

Dialogical approaches to Religious Education in Britain’s schools have opened the subject to input by Buddhist insiders more than ever in its history although shortcomings remain in the way Buddhism is portrayed in the classroom. With the proviso that insider input can move beyond the ‘do-ut-des’ religious style, this paper describes eight possible areas of classroom experience where Buddhist insiders can make a beneficial contribution. Of these, examples could be found in the educational literature where insider input through home nurture, teaching materials, teacher expertise, insider input and pedagogy had already been applied to good effect in the classroom. However, in the areas of the Agreed Syllabuses for RE, school ethos and national representation input was found lacking or skewed toward 'convert' Buddhist expectations, while the voice of the more numerous 'migrant' Buddhist community remained relatively unheard.

Item Type:	Journal Article
Subjects:	B Philosophy. Psychology. Religion > BV Practical Theology > BV1460 Religious Education
Divisions:	Faculty of Social Sciences > Institute of Education
Library of Congress Subject Headings (LCSH):	Qualifications and Curriculum Development Agency (Great Britain), Religious education -- Great Britain, Buddhism -- Study and teaching -- Great Britain, Education -- Social aspects -- Great Britain
Journal or Publication Title:	Contemporary Buddhism
Publisher:	Routledge
ISSN:	1463-9947
Date:	2010
Volume:	Vol.11
Number:	No.1
Page Range:	pp. 69-84
Identification Number:	10.1080/14639947.2010.506064
Status:	Peer Reviewed
Publication Status:	Published
Access rights to Published version:	Restricted or Subscription Access
Funder:	Dhammakāya International Society of the United Kingdom (DISUK), Poonum, Wanjai
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URI:	http://wrap.warwick.ac.uk/id/eprint/3338