Baha'i
Buddhist worldview traditions
Christian worldview traditions
Contextualising the diversity of worldviews
Hindu worldview traditions
Humanist worldview traditions
Jain
Jehovah's Witnesses
Jewish worldview traditions
Muslim worldview traditions
Pagan
Rastafari
Sikhi worldview traditions
Soka Gakkai
The Church of Jesus Christ of Latter-day Saints
Zoroastrian
Research

Learning to Listen: Inquiry into Religious Literacy in Print and Broadcast Media

The All-Party Parliamentary Group on Religion in the Media

Research Summary

Interestingly, though focused on the media, the Inquiry’s report is not only for the media, but for everyone. From the Introduction: ‘Today, the UK is characterised by an incredible variety of beliefs, histories and perspectives. Complete agreement and uniformity is neither possible nor desirable. To live together well, it is beholden upon all of us to learn to listen to our fellow citizens and to do so with respect and curiosity before we move to judgement. Learning not just what people think, but why they think it, is essential in bridging gaps and crossing social and cultural divides. This is the broadest suggestion we would like to make – that our society can be richer, more harmonious and more confident in itself if we all learn to listen and empathise with that which we do not believe or support. A media that is diverse, curious and sensitive to the enormous variety of beliefs in the UK today can play a key role in fostering that society and we hope that our recommendations are useful tools to achieve that end.’ (p.4)

Researchers

The All-Party Parliamentary Group on Religion in the Media

Research Institution

The APPG on Religion in the Media report might best be described as a cross-institution output:

‘All-Party Parliamentary Groups (APPGs) are informal cross-party groups that have no official status within Parliament. They are run by and for Members of the Commons and Lords, though many choose to involve individuals and organisations from outside Parliament in their administration and activities.’ https://www.parliament.uk/about/mps-and-lords/members/apg/

What is this about?

The inquiry set out ‘to explore how to encourage a media environment which is conducive to a rounded, informed public understanding of religion and the role religious literacy can play in achieving this end.’ (p.4)

What was done?

As well as ‘desk research’ (consulting existing publications), the inquiry had three methods:

  • Analysis of 55 written submissions, from different organisations and individuals (in academia, journalism, think tanks, faith groups, etc.).
  • Analysis of responses to ‘bespoke’ questions sent to media organisations including broadcasters and regulators.
  • Seven ‘oral evidence’ discussion sessions, engaging with 58 panellists in total: again, academics, faith group representatives, education and media specialists.

Main findings and outputs

The meaning of religious literacy is contested, but having considered the evidence, the APPG arrived at its own definition: ‘It incorporates knowledge, competency in engaging with religious ideas and people and the respect which derives from viewing religion to be a valid source of beliefs and values.’ (p.9) There is concern that religion is often reduced to its visual or liturgical facets, and that coverage can sensationalise, stereotype, contain basic errors, or fail to represent diversity. However, by avoiding these mistakes, the media can significantly increase public understanding of religion and broadcasters can inform while they entertain.
Seven ‘central recommendations’ are brought out:

  • Journalists and programme-makers should aim to explore the ‘lived experience’ of religion as well as its doctrinal, ritual, and ceremonial elements.
  • Newspapers and broadcasters should audit and publish full accounts of their religion and belief workforce statistics to provide a better sense of who is working in the industry so that disparities can be addressed.
  • Religious literacy training should be formally incorporated into professional media qualifications and journalists’ continuing professional development.
  • Newspapers should take greater care with the pictures and headlines they choose, recognising that this is all most viewers will see.
  • Independent regulation should be looked at again by policymakers because there remain significant issues around access to regulatory redress. In particular, groups should be able to make complaints on the grounds of discrimination.
  • The current religious programming hours required of the BBC should be protected in future reviews.
  • The remit of public service broadcasters should be redrafted to include the purpose of promoting religious literacy and all public service broadcasters should explore how they can use the full width of their output to increase religious literacy.

Relevance to RE

There are, perhaps, two main types of relevance to RE:

  1. Teachers could use some of the seven recommendations as test criteria, for selecting media-based teaching resources and / or helping pupils to analyse and evaluate these. How far does this text / clip / image reflect lived experience of religion? Is this headline fair, balanced and appropriate? Would any groups or individuals have cause for complaint about it?
  2. Curriculum developers and teachers could translate some of the recommendations into their own practice. How can we reflect the ‘lived experience’ of religion, as well as its doctrinal, ritual, and ceremonial elements, in curriculum plans and lessons? How can we ensure that curriculum plans, and lessons, cover religions and non-religious worldviews in fair, balanced and appropriate ways? Would any groups or individuals have cause for complaint about our curriculum plans or lessons?

In general, there are good points in the report to raise with pupils about the importance of accurate media reporting, and about how important RE / R&W is if you want to work in journalism or the media.

Generalisability and potential limitations

The report is the result of a very wide-ranging, thorough, multi-levelled inquiry and the findings are presented in some considerable detail. The findings are up-to-date (the report was published in April 2021).

Find out more

The report is available for free download from https://www.appgreligioninmedia.uk/publications-reports

Back to top