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Research

Religious education for spiritual bricoleurs? the perceptions of students in ten Christian-ethos secondary schools in England and Wales

Ann Casson & Trevor Cooling

Research Summary

This research draws on data from a project involving 350 students, to explore why students in ten Christian ethos secondary schools in England and Wales recognised Religious Education (RE) as a significant contributor to their spiritual development. The concept of a narthical learning space (NLS) is used to examine young people’s experiences. It is argued that the concept of RE as a narthical learning space alongside the notion of young people as spiritual bricoleurs illuminates how the students in this study interpret the contribution of RE to their spiritual development. A narthical learning space (based on the narthex, the entrance to a church building) is a space between spaces where young people can explore issues of faith and spiritual development in safety. Bricolage is a process by which individuals create meaning, by making creative and resourceful use of whatever materials are to hand regardless of their original purpose.

Researchers

Ann Casson & Trevor Cooling

Research Institution

Canterbury Christ Church University

What is this about?

This is about how students in ten Christian ethos secondary schools in England and Wales view RE, in relation to its contribution to their spiritual development. Focus group data are analysed to show how, for the students, engaging with different religions cannot be separated from spiritual development, and some recommendations for professional practice in RE are drawn out.

What was done?

This research article draws on the qualitative data generated in the ten Christian-ethos schools, in particular, as part of a wider project, from semi-structured focus group interviews with 350 students. The researcher spent two weeks in each of the schools over a period of two years. Students were interviewed in groups of 6 to 8 on the school premises. The original groups were selected by a key contact in the school, from years 7 & 8 (11–13 years old); year 9 (13–14 years old); and years 10 & 11 (14 − 16 years old) and where relevant years 12& 13 (16–18 years old). In addition, students from specific groups were interviewed; for example, the school worship committee, the school council, and student chaplains.

Main findings and outputs

  • Students stressed that RE was different from all other subjects in school. It was a lesson where they were encouraged to be spiritual.
  • They drew attention to RE as being a time and space to discuss the existential questions, in-depth topics and critical issues.
  • Many students commented on how encountering the opinions of other people, and different worldviews influenced their spiritual development, learning about other religion ‘engaged’ their minds and helped them ‘understand other people’s kind of ways of thinking ‘(Year 9 Student).
  • Students were exploring who they were and the roots of their beliefs within faith traditions.
  • They had a fragmentary approach to the religious traditions; this was apparent in their perception that learning about and from others, provided an opportunity for them to reflect on elements relevant for their spiritual development.

Relevance to RE

The researchers sum up the relevance to RE in a succinct way: “There needs to be a recognition of the professionalism, the academic rigour of RE, alongside an acknowledgement that when engaging with religious traditions, and existential questions; there must be an openness to the implications and opportunities for spiritual development in the classroom.” The message for RE policy makers, curriculum developers and teachers is that RE needs to combine religious studies with opportunities for students to reflect on and discuss the meanings of what they study for personal and social life: this is what students will naturally do, and teachers need to recognise and build on it.

Generalisability and potential limitations

The data represent a reasonable sample size, and the clear arguments reflect the data faithfully.

Find out more

Ann Casson & Trevor Cooling (2019): Religious education for spiritual bricoleurs? the perceptions of students in ten Christian-ethos secondary schools in England and Wales, Journal of Beliefs & Values.

https://doi.org/10.1080/13617672.2019.1632596

 

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