Redefining religious literacy in secondary mainstream United Kingdom classrooms

ABSTRACT

There is an emerging need for redefining religious literacy for teachers in mainstream secondary schools in the United Kingdom (UK) where Religious Studies is part of the core curriculum. The research study draws upon careful observation and analysis of UK mainstream secondary school curricula about Islam and on the qualitative pieces of evidence from teaching the Institute of Ismaili Studies’ (IIS) secondary curriculum in religious education classes for learners within the Shi’a Imami Ismaili Muslim community. A novel three-dimensional pyramid approach is proposed for those who teach Islam in UK secondary mainstream schools that aims to provide a holistic understanding of Islam using inclusivist and multifaceted perspectives. The dimensions of the approach include religious situatedness, social connection, and chronological evolution. The findings from implementing this approach show that situating religion within a humanistic realm helps learners gain insights into the nuances of dynamic forces that are at play.

KEYWORDS:

• Chronological evolution
• religious literacy
• religious situatedness
• social connection

Acknowledgments

In their collaborative spirit and unwavering dedication, both the Institute of Ismaili Studies and our esteemed global community of students have been pivotal to the realisation of this research, and for that, we are truly grateful. May love and light be with them all.

Disclosure statement

No potential conflict of interest was reported by the author(s).