Hayward, Mary (2008) The representation of Christianity in religious education in England : the shaping of a tradition. PhD thesis, University of Warwick.

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Abstract

Christianity holds a central place in Religious Education (RE) in England. Since the
Education Reform Act of 1988, it has been formally named in legislation relating to Religious
Education; formerly its presence in the curriculum was assumed, but there was no specific
indication of a requirement to teach particular religions - not even in the Education Act of
1944 which was of particular importance in formalising arrangements for Religious Education.
Interpretation of ERA (DfES Circular 1/94) suggested that Christianity should 'predominate' in
the RE curriculum. This study arises from recognition of the status accorded to Christianity in
RE and the recognition that its representation and the shaping of this have not in the main
been addressed by research.
My study falls into three main parts. Part 1 considers the shaping of Christianity in RE (Chs.1
and 2) drawing on relevant written sources, among which Agreed Syllabuses hold a key
place. Chapter 3 focuses particularly on the representation of Christianity in Agreed
Syllabuses from the period 2001-2004, providing necessary background to the research
which underpins Part 2.
Part 2's concern is the teaching - and thus representation - of Christianity in key stage 3 in
schools with and without a religious character. Based on a survey undertaken across
England, it draws on data gathered from teachers. It includes an analysis of the content
teachers select about Christianity (Chapter 5), and analyses the aspirations teachers have for
their pupils' learning about and from Christianity. Teachers' own experience of studying the
tradition is discussed in Chapter 7. These chapters in particular offer material relating to the
representation of Christianity and the factors which shape this which, as far as I am aware, is
unavailable elsewhere.
Part 3 takes up my contention at the end of Part 2 (Chapter 9), that a new configuration of
Christianity is needed in RE. A case is presented for this (Chapter 10), taking into account
especially the changing face of the tradition globally, and drawing out possible implications for
RE from some recent studies of Christianity. Chapter 11 takes my own recommendation
seriously and explores a possible way forward in reconfiguring Christianity so that RE may
offer a more adequate representation of the tradition in the present. A final note reflects on
the challenge a new configuration presents to RE.
The above summary of my concerns points to the argument I advance: that the
representation of Christianity in RE has been shaped by factors extrinsic to a considered
study of the tradition; this has allowed the emergence of a 'curriculum Christianity' which fails
to do justice to its diverse presence and dynamic, locally and globally. Teachers are heirs to
this curriculum tradition and in some measure its guardians and interpreters. The relatively
few scholarly attempts to give account of Christianity 'as a religion' bears on their encounter
with the tradition in their own studies and, it would seem, on its representation in RE. I argue
that a re-conceptualisation of what might be understood by 'Christianity' and the development
of new paradigms for its study might contribute to a more authentic representation of
Christianity in RE.

Item Type:	Thesis or Dissertation (PhD)
Subjects:	B Philosophy. Psychology. Religion > BR Christianity L Education > LB Theory and practice of education
Library of Congress Subject Headings (LCSH):	Christian education -- England
Official Date:	May 2008
Dates:	Date Event May 2008 Submitted
Institution:	University of Warwick
Theses Department:	Institute of Education
Thesis Type:	PhD
Publication Status:	Unpublished
Supervisor(s)/Advisor:	Nesbitt, Eleanor M.
Sponsors:	All Saints Education Trust
Extent:	xii, 250 leaves
Language:	eng

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