Antisectarian approach to RME

Towards an anti-sectarian and anti-racist approach in RME

In considering what constitutes anti-sectarian religious and moral education, it may be worth considering the following points, which, although presented separately, are mostly connected.

Perspectives from inside and outside faiths

Factual knowledge of religions and beliefs, large and small, is essential although it should be borne in mind that facts can be presented from different angles. 'Inside' and 'outside' perspectives of what constitutes fact may differ and whilst the latter may lay claim to greater objectivity, it may equally present a biased interpretation of 'the other'. Using internal sources (such as a practising member of that denomination, sect, faith or belief group) may provide a subjective account but allows for faiths and belief systems to be seen from the 'insider' perspective and provides an opportunity to review attitudes and challenge cultural and personal assumptions.

Generally, teachers present an outside perspective on faiths which aims to be objective. This approach is important but how objective are we? Our objective approach may contain bias. For example, in the area of race and religion is it objective to portray Jesus as white? In terms of anti-sectarianism, do we slip into language that demonstrates the 'other' - 'In Christianity, WE do this ... let us look at what other people do in their faiths'? Rather than … 'In Christianity ... this is done. Now, let's compare this to other religions and beliefs?'

The 5-14 RME Guidelines state that 'RME must be free from racial, cultural or religious bias.' We would be helped, therefore, by seeking out and valuing an inside perspective on faiths. This is likely to provide an opportunity to challenge our own attitudes and assumptions about faiths.

Teachers in denominational schools are almost always practitioners of their own faith and are different from teachers within non-denominational schools in that respect. Teachers contribute to RME within denominational schools by offering themselves as witnesses to faith. The purpose of Religious Education in a denominational school is different from that in a non-denominational school. For example, while Religious Education in Catholic schools like all other schools would aim to encourage an understanding of other world religions and other Christian traditions, its main purpose is to provide the basis to help Catholic pupils to develop a knowledge and understanding of their own faith and to support their faith formation. This delivered within a framework that promotes openness, tolerance, respect and dialogue about prejudices and discrimination contribute to an anti-sectarian approach.

An Anti-sectarian Approach to RME (Primary)

Comparison

Comparison can work positively, provided the emphasis is on recognising rather than judging similarities and differences. Such knowledge can be used to consider the consequences and impact of these similarities and differences on individuals and society.

It is important in comparing beliefs and traditions of faiths to make sure higher value is not given to traditionally Scottish faiths, which we understand more clearly. Care must be taken not to portray other faiths as deficient, exotic, irrelevant or discriminatory.

A useful angle of study is to begin with the child's examination of an aspect of their own personal or cultural rituals and then to examine the possible response from a follower of another faith.

Acknowledging the range of interpretations and practices within any one faith is crucial. Followers of each faith adopt the religious beliefs and practices of that faith to different degrees. Orthodox followers will practice their faith in very strict adherence to its founding precepts. Other followers will adapt their faith to suit their lifestyle in society.

It is vital that teachers do not present faiths in a stereotyped way. It is wise to preface teaching by the words 'devout', 'orthodox', 'liberal', 'some' or 'many'. For example, many Sikhs never cut their hair, or some strict Christians do not work on a Sunday.

As teachers challenge religious stereotypyes in RME, the children will grow to engage with a spectrum of beliefs and are more likely to relate those beliefs to their own personal search. Such an approach will challenge prejudice. It will create an environment of sensitive, open reflection and interaction with the unfamiliar.