A risky business: the potential of groupwork skills for spiritual education in a classroom of difference

Abstract

This article considers the notion of difference as we experience it in our daily lives, and specifically, within the classroom between pupils and teachers. Drawing on research and work with schools in the south of England, the paper describes how the Working with Others Unit at the University of Brighton has developed a practical process approach to exposing and working with difference in the classroom. In outlining this process and its impact on the class group, the paper explores how relationships and difference are recognized, negotiated and utilized in learning among the class group. The paper proposes that, as well as engaging with the theme of difference, this practical approach offers an understanding of spiritual education that is applicable and relevant for today’s classrooms and pupils.

Keywords:

• Difference
• Working with others
• Pre‐ and debriefing
• Spiritual education
• Relationships
• Self love

Notes

1. Funded by the UK Economic, Social Research Council. ESRC‐TLRP reference no. L139251046. The project was a collaborative research project exploring groupwork across all key stages of education (ages 5–16) between the Universities of Brighton, Cambridge and London. The team at Brighton was led by Professor Peter Kutnick and researchers included Lucia Berdondini, Linda Rice, Nadya Henwood, Jen Smith and myself.

2. SPRinG Project, 2000–4.

3. Universities of London and Cambridge, also part of the SPRinG Project, with a focus on key stage 2 (8–11‐year‐olds) and key stage 3 (12–14‐year‐olds) respectively.

4. Not her real name.