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Research

Teaching controversial issues in RE: the case of ritual circumcision

Marie Von Der Lippe

Research Summary

This is a critical scholarly essay, examining the following questions: What are controversial issues? Who decides whether something is controversial, and how does it affect how a subject is taught? These questions have been discussed often in relation to education, less so in relation to RE specifically. RE teachers need clarity and support, however. So, this research addresses the discussion to RE teaching, taking the example of ritual circumcision as a focus.

Researcher

Marie Von Der Lippe

Research Institution

University of Bergen

What is this about?

  • What counts as a controversial issue?
  • Who decides on whether an issue is controversial, and by what criteria?
  • How does this discussion affect RE teaching, and by what principles should RE teachers be guided?

What was done?

The researcher summarises and criticises different perspectives on what counts as controversy, also drawing on some questions of law and policy and referring to the example of ritual circumcision. She closes with some practical suggestions for RE teachers.

Main findings and outputs

  • Whether or not an issue is viewed as controversial often depends on the teacher’s background and the school and social context.
  • Teachers need to weigh up whether the issue is a matter of fact, or of political debate, and can be presented as settled or open.
  • So whilst ritual circumcision is a settled issue in some communities, it has been a matter of intense debate in Norway. Female circumcision is a settled issue (banned), male circumcision more open, though in Norwegian RE textbooks, female circumcision is presented as a violation whilst male circumcision is presented as a regular ritual practice.
  • Should RE teachers teach about it directively (with one answer in mind) or non-directively (asking for debate)? We need to deliberate and decide, as with other possibly controversial issues, and make this conversation part of teacher training and development. Even if a particular issue appears settled, directive teaching may hinder students’ critical development, so important in democratic life.

Relevance to RE

The research poses real questions to RE teachers – again, ones which they will recognise. The suggestion that RE teachers develop a professional culture of deliberation over controversial issues and how to approach them in the classroom is very good. The research could provide a basis for a CPD session or departmental meeting discussion.

Generalisability and potential limitations

This is an interesting and useful scholarly discussion orientated towards guidelines for the classroom, The issue of data generalisability does not really arise, but the issues are certainly highly relevant to RE teaching and RE teachers may well find the guidance to be helpful.

Find out more

Marie Von Der Lippe (2019): Teaching controversial issues in RE: the case of ritual circumcision, British Journal of Religious Education.

https://doi.org/10.1080/01416200.2019.1638227

 

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