Book Review: Secondary Religious Education in Action

Joe Kinnaird

Hachette Learning

Joe Kinnaird’s Secondary Religious Education in Action offers a clear and practical guide to teaching Religious Education (RE) in modern schools. While much of the book explains curriculum, pedagogy, and assessment, one unusual and thought-provoking idea stands out: the claim that the name of the subject “RE” is misleading and limiting.

Kinnaird argues that debates about whether the subject should be called “Religious Education”, “Religious Studies”, or “Religion and Worldviews” are a “red herring” (a distraction). Instead, he believes teachers should concentrate on the purpose of the subject, curriculum design, and classroom thinking. This is unusual because many educators strongly believe that the name of a subject shapes how it is understood and valued.

This idea links to wider debates in education. For example, the Commission on Religious Education (2018) recommended changing the subject name to “Religion and Worldviews” to better reflect diversity and modern society. This suggests that names do matter, as they influence how inclusive and relevant a subject feel (CoRE, 2018). However, Kinnaird challenges this by suggesting that practice matters more than labels.

There is strength in Kinnaird’s argument. In many schools, RE suffers from low status, limited time, and inconsistent delivery. The book highlights that many schools do not even meet their legal duty to teach RE properly. In this context, changing the name alone may not solve deeper problems. Kinnaird is right to push teachers to focus on high-quality teaching, rich knowledge, and meaningful discussion. As Ofsted (2021) argues, the quality of curriculum and teaching has a far greater impact on learning than superficial changes.

However, there are also weaknesses in this view. Ignoring the importance of language may underestimate how powerful words can be. The term “Religious Education” can suggest a focus on religion alone, which may exclude non-religious worldviews. In a society where 37% of people identify as having “no religion”, this could make the subject feel outdated or irrelevant. A name like “Religion and Worldviews” may help students see the subject as broader and more inclusive.

In addition, names shape identity. Subjects like “science” or “history” are taken seriously partly because their names are clear and widely understood. If RE has multiple names across schools, this can cause confusion and reduce its status.

Overall, Kinnaird’s argument is valuable because it shifts attention to what really happens in the classroom. His focus on student thinking, critical enquiry, and understanding human experience reflects the deeper purpose of RE. However, his dismissal of the importance of naming may be too simple. Both language and practice matter.

In conclusion, Secondary Religious Education in Action is a useful and engaging book. Its most unusual idea; that the subject’s name does not matter—encourages readers to think critically about what RE is really for. Even if one disagrees, it opens an important debate about the future of the subject.

An illuminating book-vital reading for all involved in secondary Religious Education.

Dee Cowan is a secondary school Religious Education teacher and ECT1 in a school in Surrey, developing my practice through classroom experience and educational research.  I have a strong interest in the academic study if religion and l am enjoying teaching Old Testament Hebrew and New Testament Greek to deepen understanding of sacred texts. Dee is part of the Culham St Gabriels Masters Scholarship programme.