Reimagining religious education: integrating ethnographic and anthropological perspectives

ABSTRACT

The Ofsted Subject report series: Religious Education (2024) and the CoRE report (2018) critically evaluate the shortcomings of the current Religious Education (RE) curriculum in UK schools, highlighting a lack of depth and consistency that inadequately prepares students for a diverse and complex world. This paper proposes the integration of ethnographic and anthropological methods into the RE curriculum as a transformative solution to enhance pedagogical effectiveness and deepen students’ understanding of religious practices. By employing these methods, the curriculum can offer a more immersive, reflective, and comprehensive educational experience, aligning RE more closely with the realities of a multicultural and multi-faith society. This integration not only enriches students’ learning but also fosters greater empathy and a nuanced appreciation of religious diversity, addressing the educational challenges highlighted by Ofsted and CoRE.

KEYWORDS:

• Religious education
• Ofsted
• ethnographic
• anthropological

Introduction

The recent Ofsted (2024) highlights significant shortcomings in the current Religious Education (RE) curriculum in UK schools, including the superficial treatment of complex religious beliefs and inconsistencies in teaching quality. These weaknesses were previously identified in the CoRE report (2018). Such issues hinder the development of a comprehensive understanding and respect for the diverse religious landscape of modern Britain, leading to student disengagement. This paper proposes integrating ethnographic and anthropological methods into the RE curriculum to address these concerns. These methods offer immersive and reflective learning experiences, aligning RE with the realities of a multicultural society. By employing participant observation and cultural immersion, students can gain a deeper understanding of religious practices, enhance critical thinking, and appreciate the complexities of different faiths. Grounding the curriculum in these methods allows educators to move beyond rote learning to explore how religion influences and is influenced by social structures, political power, and historical change. This approach helps students see the relevance of religious studies in contemporary issues, fostering empathy and a nuanced understanding of global cultures. Additionally, this paper argues for comprehensive training and continuous professional development for educators to ensure they are equipped to teach this enriched curriculum. The proposed changes aim to create an ambitious, coherent, and responsive RE curriculum that prepares students for a complex and pluralistic world.

Key issues identified

Ofsted (2024)

The recent Ofsted review of RE in UK schools provides a critical overview of the state of the subject, identifying several fundamental issues that significantly impair its effectiveness and scope. Central among the criticisms is the superficial treatment of religious beliefs and practices within the curriculum.

The RE curriculum often lacked sufficient substance to prepare pupils to live in a complex world. The RE content selected rarely was collectively enough to ensure that pupils were well prepared to engage in a multi-religious and multi-secular society. (Ofsted 2024 n.p)

This approach not only fails to engage students meaningfully but also prevents the development of a comprehensive understanding of the diverse religious landscape that characterises modern Britain. Instead of promoting respect and understanding, the curriculum often reduces complex religious identities to simplistic stereotypes, missing the nuanced differences and the dynamic nature of religious practices and beliefs.

A superficially broad curriculum does not always provide pupils with the depth of knowledge they require for future study. In most cases, where the curriculum tried to cover many religions, like equal slices of a pie, pupils generally remembered very little. In cases where the curriculum prioritised depth of study, pupils learned much more. (Ofsted 2024 n.p)

Furthermore, the review highlights a concerning inconsistency in the quality of teaching across different educational institutions. Many teachers lack the specialist knowledge required to deliver insightful and accurate RE. This deficiency is partly due to inadequate training and professional development, and a shortage of qualified RE teachers. As a result, lessons frequently fail to inspire or challenge students, leading to disengagement and a lack of interest in the subject matter.

Although a few teachers had received subject-based professional development in RE, the overwhelming majority had not. Given the complexity of the subject and the kind of misconceptions that pupils were left with, this is a significant concern. (Ofsted 2024 n.p)

Another significant issue identified is the curriculum’s failure to connect religious teachings with their real-world implications. Current teaching models tend to isolate religious concepts from their broader societal, ethical, and personal contexts. This isolation not only skews students’ understanding of the relevance of religious studies but also limits their ability to apply these concepts to contemporary issues such as social justice, ethics, and personal moral development.

The RE content selected rarely was collectively enough to ensure that pupils were well prepared to engage in a multi-religious and multi-secular society. (Ofsted 2024 n.p)

Additionally, the review criticises the curriculum’s rigidity and its failure to adapt to the changing religious and cultural demographics of the student population. This static approach overlooks the evolving nature of religious practices and their role in shaping cultural identities and social norms. As such, students receive an education that is often disconnected from their own experiences and the realities of the multicultural, multi-faith world they inhabit.

What schools taught was rarely enough for pupils to make sense of religious and non-religious traditions as they appear around the world. Curriculums did not clearly identify the suitable mix of content that would enable pupils to achieve this. (Ofsted 2024 n.p)

The CoRE report

Additionally, the Core report, ‘Religion and Worldviews: The Way Forward’, published in 2018 by the Commission on Religious Education (CoRE), offers valuable insights emphasising the need for a substantive and comprehensive RE curriculum that prepares students to engage in a multi-religious and multi-secular society. By advocating for a broader and deeper understanding of religious beliefs and practices, the Core report aligns with Ofsted’s critique of the superficial treatment of religious content within the curriculum (4, 13 & 36.)

Secondly, the Core report underscores the importance of teacher training and professional development in delivering insightful and accurate RE. By highlighting the deficiency in specialist knowledge among many RE teachers and the need for subject-based professional development, the Core report echoes Ofsted’s concerns regarding inadequate training and its impact on the quality of RE teaching (45–49.) ‘There is a clear link between access to training – both ITE and CPD – and the overall effectiveness of the subject. Written evidence provided to the Commission as well as previous reports have underlined the importance of access to high quality CPD’. (CoRE 2018, 48)

Moreover, the Core report’s emphasis on connecting religious teachings with their real-world implications resonates with Ofsted’s criticism of the curriculum’s failure to address the relevance of religious studies to contemporary issues. By promoting an approach that integrates religious concepts with broader societal, ethical, and personal contexts, the Core report offers a framework for enhancing students’ understanding of the practical implications of religious teachings (27–28 & 74–76.) ‘The RE curriculum should prepare students to engage with a multi-religious and multi-secular society, fostering a deep and broad understanding of diverse religious beliefs and practices’. (CoRE 2018, 18)

The Core report’s also recognises of the need for curricular flexibility and adaptation to changing religious and cultural demographics aligns with Ofsted’s critique of the curriculum’s rigidity. By advocating for an education that reflects the evolving nature of religious practices and cultural identities, the Core report provides a basis for addressing the disconnect between students’ experiences and the realities of the multicultural, multi-faith world they inhabit. ‘It is critical that young people explore the ways in which the reality of any one worldview as lived by individuals’. (CoRE 2018, 76) The recommendations and insights from the CoRE report are crucial for addressing the significant issues identified by Ofsted in the teaching of RE in UK schools. By emphasising a comprehensive curriculum, robust teacher training, and the integration of religious teachings with real-world contexts, both reports could provide a strategic framework for rejuvenating RE. An approach that not only enhances the depth and relevance of religious education but also ensures that students are better prepared to navigate and contribute to a diverse and complex society. Essential for bridging the gap between the current shortcomings and the potential for a more dynamic and inclusive RE curriculum that truly reflects the pluralistic nature of modern Britain.

Persistent challenges in religious education

The aforementioned Ofsted (2024) report is proceeded by two earlier reviews, released in 2007 and 2013. Analysing the findings of these three sequential Ofsted reports reveals both evolving educational practices and enduring challenges that have characterised the subject over the past two decades. These reports collectively underscore the complex interplay between curriculum design, teacher expertise, and educational policies, which significantly impact the quality and delivery of RE across educational settings.

Over time, the Ofsted reports reveal significant changes in curriculum design, policy impact, and the recognition of diversity. Initially, efforts were made to embed RE more fully within the broader curriculum, although these efforts met with mixed success. More recent reports have indicated a shift towards an enquiry-based approach to teaching RE, which aims to increase pupil engagement and deepen their understanding of the subject. In terms of policy impact, significant changes such as the introduction of the English Baccalaureate and alterations to GCSE requirements have profoundly affected RE provision, often resulting in reduced instructional time and fewer resources allocated to RE. Additionally, there has been a growing recognition of the need to reflect the diversity of modern society within the RE curriculum. However, this recognition is still considered an area requiring further development to truly capture the varied religious and cultural landscapes represented in school populations.

RE cannot ignore the social reality of religion … It has been unusual to find questions about religion’s role in society, changing patterns of religion in the local community, or the rise and decline of religious practice. It now needs to embrace the study of religion and society. (Ofsted 2007, 40)

Other changes to education policy, such as the introduction in 2010 of the English Baccalaureate (the EBacc), have led to a decline in RE provision in some schools. (Ofsted 2013, 4)

There is a growing understanding within the education sector that RE curriculums must evolve to reflect the diverse religious landscape of modern Britain, which is crucial for fostering an inclusive environment that respects all beliefs. (Ofsted 2024 n.p)

Prevailing issues in the provision of RE are highlighted by significant inconsistencies in quality and access. This variability in RE delivery is tied to disparities in teacher expertise, curricular focus, and resource allocation, leading to unequal educational experiences across different institutions. Furthermore, schools often face difficulties in clearly defining the core objectives of RE, which impacts both curricula planning and the overall quality of teaching. This lack of clarity fosters a persistent tension between RE’s academic goals and its broader educational aims, such as promoting personal development and fostering an understanding of diversity. Additionally, the impact of recent educational policies has further complicated the landscape for RE. These reforms frequently lack supportive measures for RE, resulting in its marginalisation within the educational framework. The exclusion of RE from key performance measures and curricular priorities exacerbates this issue, underscoring the need for a re-evaluation of its role and value in school curricula.

Other factors still have a negative impact on pupils’ achievements, most notably: non-specialist teachers, particularly where they are not managed effectively; limited time for the subject, restricting the opportunities to extend pupils’ learning.

(Ofsted 2007, 12)

Inspectors found too much variability in the nature, quality and effectiveness of their provision for RE.

(Ofsted 2013, 16)

Schools continue to struggle with defining the core objectives of RE, leading to curricula that are often not aligned with the educational needs of students or the expectations of modern educational standards.

(Ofsted 2024 np)

The reports consistently illuminate several common themes that reflect persistent challenges within the framework of RE. One of the principal issues identified is the difficulty of integrating RE into the wider curriculum effectively. The reports underscore RE’s struggle for a coherent identity, often finding itself overshadowed by other subjects or inadequately integrated, which subsequently affects the quality and consistency of its teaching. Another recurring concern is related to teacher preparation and expertise; the variability in the quality of RE teaching is largely ascribed to insufficient training and the prevalent use of non-specialist teachers. This issue critically undermines the capacity of RE to meet educational standards and to deliver a comprehensive and engaging RE. Besides, student engagement and achievement in RE are frequently highlighted as areas of concern. Many students reportedly do not achieve a deep understanding of the subject, which can be attributed to inadequate teaching that neither engages nor challenges them, coupled with a noted deficiency in the critical exploration of religious issues. These themes collectively signal a need for enhanced curricular integration, improved teacher training, and more effective teaching strategies to bolster student engagement and learning outcomes in RE.

Aspects of teaching, assessment, the curriculum, and leadership and management have a negative impact on standards and achievement. (Ofsted 2007, 20).

The quality of specialist expertise and access to training to support teachers’ professional development in RE are often weak … In around a third of the schools visited, a lack of subject expertise limited the effectiveness of the teaching of RE. (Ofsted 2013, 12)

Student engagement and achievement in RE are compromised by teaching approaches that fail to sufficiently challenge pupils or promote deep, critical thinking about religious matters. (Ofsted 2024 np)

While there have been efforts to reform and improve the delivery of RE, significant challenges remain. Addressing these effectively will require a concerted effort from educational authorities to enhance teacher training, refine curricular objectives, and adjust policy frameworks to better support the integral role of RE in fostering a well-rounded, culturally competent, and ethically informed citizenry.

Theoretical justification

Addressing these shortcomings through an ethnographic and anthropological approach could significantly enrich RE. This method would promote a deeper, more empathetic understanding of religious practices and beliefs by immersing students in the cultural contexts in which these beliefs are lived and practiced. Such an approach is particularly suited to enhancing curriculum depth and coherence, improving teacher expertise through immersive field experiences, and contextualising RE within the broader social and cultural fabric. This alignment not only makes the subject more relevant but also more engaging and reflective of the complex world students navigate (Grimmitt 2000; Jackson 1997; Nesbitt 2004).

Geertz’s (1973) foundational discussion of interpretive anthropology has had a profound impact on the study and understanding of religion. Geertz’s approach emphasises the importance of interpreting cultural symbols and understanding the meanings that individuals and communities ascribe to their religious practice. Particularly his concept of ‘thick description’, has been instrumental in shaping the way anthropologists and religious educators approach the study of religion. In his book “The Interpretation of Geertz (1973), Geertz argues that to understand a culture, one must not only observe its practices but also interpret the meanings behind these practices from the perspective of the participants themselves. This interpretive approach aligns closely with the goals of ethnographic research in RE, which seeks to provide students with a deeper, more empathetic understanding of religious beliefs and practices. This methodology encourages educators and students to engage in ‘thick description’ by immersing themselves in the cultural contexts of the religions they study. This involves looking beyond surface-level observations to explore the underlying meanings and symbols that shape religious practices. By doing so, students can gain a richer, more nuanced appreciation of the diversity and complexity of religious life.

Geertz’s could continue to have significant implications for RE. By adopting his approach, educators can transform the way RE is taught, moving away from a purely descriptive framework to one that is more analytical and reflective. This shift enables students to explore the diversity within and between religions, fostering a deeper and more empathetic understanding of religious traditions.

Ethnographic and anthropological RE legacy

The integration of ethnographic and anthropological methods into RE is not an entirely novel approach but builds upon the extensive work of several pioneering scholars in the field who significantly contributed to understanding the complexities of religious education and emphasising the importance of depth in curriculum design.

Miller (2013, 2015) has been instrumental in advocating for a comprehensive and inclusive approach to RE. Her work emphasises the necessity of moving beyond superficial treatments of religious traditions to foster a more profound and empathetic understanding among students. Miller’s research highlights the need for curricula that not only cover a broad spectrum of religious beliefs but also delve deeply into the contextual and lived experiences of these traditions. Miller’s significant contributions include her involvement with the Warwick Religions and Education Research Unit (WRERU), where she collaborated on projects that explored the impact of religious education on community cohesion and intercultural understanding. Her work underscores the importance of presenting religious education in a way that resonates with the multicultural realities of modern British society.

Additionally, Wright (1993, 2004) has extensively explored the theoretical underpinnings of RE, particularly focusing on the need for critical and reflective pedagogy. Wright argues that RE should engage students in deep, critical thinking about religious beliefs and practices, rather than merely imparting factual knowledge. His work advocates for an enquiry-based approach that encourages students to question and reflect upon the nature of religious beliefs, their historical contexts, and their contemporary relevance. Wright’s contributions are particularly relevant in addressing the Ofsted review’s criticisms regarding the superficial treatment of religious content. By promoting a curriculum that prioritises depth and critical engagement, Wright’s approach aligns closely with the objectives outlined in both the Ofsted and CoRE reports.

King (1995, 2009) and Grimmitt’s (1987, 2000) contribution to the understanding of the complexity of RE teaching are also worthy of consideration. Both underscored the necessity of a comprehensive and reflective RE curriculum that goes beyond superficial treatments of religious content. King’s interdisciplinary approach integrates insights from sociology, anthropology, and gender studies, advocating for a curriculum that reflects the diverse and dynamic nature of religious traditions. She emphasises the importance of teacher expertise in delivering nuanced and effective RE, highlighting the need for ongoing professional development to ensure teachers can meet the diverse needs of their students. Grimmitt’s work complements King’s by focusing on the practical application of RE theories in the classroom. He promotes pedagogical models that emphasise reflective and enquiry-based approaches, ensuring that students engage deeply with religious content. Grimmitt argues that teacher competence is crucial for effective curriculum delivery, advocating for teachers to be well-versed in both the content of religious studies and the pedagogical strategies that facilitate critical thinking and reflection among students.

Anthropological perspectives on religion

Anthropology with its focus on insights into the complex tapestry of human belief systems, positions itself as a crucial lens through which to explore RE. Anthropologists view religion not merely as a set of beliefs but as a dynamic cultural system that shapes and is shaped by societal values and individual experiences (Bowie 2006, 3–5). This perspective underscores the importance of understanding religion within its broader social context, highlighting how religious practices and beliefs are deeply embedded in the daily lives and cultural norms of communities (Eriksen 2010, 125–128)

By integrating these anthropological perspectives into the RE curriculum, educators can move beyond rote learning of religious facts to a more holistic exploration of how religion influences and is influenced by social structures, political power, and historical change (Geertz 1973.) This approach can help students appreciate the role of religion in societal cohesion and conflict, the construction of personal and communal identities, and the negotiation of moral and ethical dilemmas. Moreover, it provides a framework for students to critically assess the interplay between religion and contemporary social issues, thereby fostering a more nuanced and empathetic understanding of global cultures.

Jackson’s (1997, 2004) interpretive approach has been pivotal in moving RE away from a purely descriptive approach to one that is more analytical and reflective. Jackson’s methodology aligns closely with anthropological methods by emphasising the importance of context and lived experience in understanding religious practices. Characterised by its focus on understanding religious beliefs and practices from the perspectives of the adherents themselves, Jackson argues that RE should not only provide factual information about religions but also engage students in interpreting and understanding the meanings and significance of these beliefs as experienced by their followers. This interpretive methodology encourages students to explore the diversity within and between religions, fostering a deeper and more empathetic understanding of religious traditions. By integrating Jackson’s interpretive approach into the RE curriculum, educators can further enrich students’ learning experiences. This method complements the anthropological emphasis on context and lived experience, providing a comprehensive framework for students to engage deeply with religious content. Through this approach, students not only learn about different religions but also develop the critical and empathetic skills necessary to understand the complex role of religion in contemporary society

Ethnographic perspectives on religion

Ethnographic methods, which involve deep immersion into cultural settings, offer significant benefits for RE. Through participant observation, detailed field notes, and immersive experiences, ethnography allows educators and students alike to gain a firsthand understanding of the lived realities of different religious groups. This methodological approach enriches the educational experience by grounding abstract theological concepts in concrete human experiences.

Nesbitt (1998, 2006) work is significant here as it explores how ethnography can bridge the gap between students’ experiences of their religious traditions at home and in school. Her work emphasises the importance of contextual and lived experiences in understanding religious practices, which aligns with the goals of enriching RE through ethnographic methods. It offers a practical demonstration of how ethnographic approaches can enhance students’ understanding and engagement by connecting classroom learning with their personal and communal religious experiences.

For instance, a case study involving ethnographic research in Moroccan Islamic schools revealed that the incorporation of local religious practices and languages into the curriculum enhanced students’ engagement and understanding of their cultural heritage (Boutieri 2013, 157–175:). Similarly, research in a multi-faith school in India showed how ethnographic exposure helped students from diverse religious backgrounds find common ground, promoting mutual respect and inter-religious dialogue (Kumar 2015, 98–112).

Furthermore, ethnographic methods can help uncover the often-unseen influences of religious beliefs on everyday practices and social interactions, providing students with a vivid, contextual portrayal of how religion moulds individual lives and societal norms. By integrating these methods into RE, teachers can transform the classroom into a dynamic environment where students are not just passive recipients of information but active participants in cultural exploration (Nesbitt 2004; Jackson 1997) This experiential learning process is crucial for developing critical thinking and empathy, skills that are indispensable in today’s globalised world.

By leveraging the detailed observational capabilities of ethnography and the rich theoretical insights of anthropology, RE can be profoundly transformed to offer students a deeply engaging and intellectually stimulating exploration of religious diversity and its implications on contemporary life.

Addressing concerns

RE teaching and learning

The critical observations highlighted in the Ofsted review and CoRE report underscore the need for a rejuvenated approach to RE, one that transcends traditional pedagogical boundaries. By integrating anthropological insights and ethnographic methods, the educational system can address these concerns effectively.

Returning to the seminal work of Geertz (1973) he offers valuable framework for enriching RE achieved through several practical strategies. Firstly, students can be assigned thick description projects where they observe and document religious practices, focusing not just on what is done but also on the meanings and symbols involved. These projects can include visits to places of worship, interviews with practitioners, and participation in religious ceremonies. Secondly, encouraging students to keep reflective journals where they interpret and analyse their observations can help deepen their understanding. These journals should prompt students to consider questions such as, ‘What do these practices mean to the participants?’ and ‘How do these practices reflect the broader cultural and social context?’ Lastly, using case studies from Geertz’s work and other ethnographic research, educators can illustrate the application of thick description in understanding religious practices. Discussions can focus on how interpreting cultural symbols enhances our understanding of religion. By implementing these strategies, educators can help students develop a deeper, more nuanced appreciation of religious diversity, aligning their learning experiences with the goals of fostering empathy, critical thinking, and a comprehensive understanding of religion. The implementation of these strategies in RE lessons can transform the learning experience, making it more immersive, reflective, and contextually rich, examples include:

• Thick Description Projects: Students are assigned projects where they observe and document religious practices, focusing on both the actions and the underlying meanings and symbols. For example, students might visit local places of worship, such as churches, mosques, synagogues, and temples, during significant religious ceremonies. They would take detailed notes, photograph important symbols (with permission), and engage in discussions with practitioners to understand the rituals’ deeper meanings. These projects allow students to connect theoretical knowledge with real-world religious practices, fostering a more profound understanding.

• Reflective Journals: Encouraging students to keep reflective journals where they interpret and analyse their observations helps deepen their understanding. These journals prompt students to consider various questions to foster a comprehensive and critical engagement with the material. For instance, after visiting a religious ceremony, students might reflect on the communal aspects of the practice, its significance to the participants, and how it contributes to their sense of identity and community.

• Case Studies and Class Discussions: Using case studies educators illustrate the application of thick description in understanding religious practices. Class discussions focus on interpreting cultural symbols and understanding their significance within various religious traditions. For example, a case study might explore the role of pilgrimages in different religions, analysing the symbolic meanings and personal impacts of such journeys. Through discussions, students learn to appreciate the complexities and nuances of religious beliefs and practices.

• Technology-Enhanced Learning: In 2024, technology plays a crucial role in enriching RE lessons. Virtual reality (VR) experiences allow students to virtually visit religious sites around the world, providing immersive learning experiences without leaving the classroom. Interactive digital platforms enable students to engage with multimedia content, such as videos, podcasts, and virtual tours, enhancing their understanding of global religious practices

• Collaborative Projects: Students work in groups to create presentations or digital projects based on their fieldwork and research. These collaborative projects might include creating a documentary film about a local religious community, designing an interactive website about different religious festivals, or organising a virtual interfaith dialogue event. These projects encourage teamwork, creativity, and the application of ethnographic methods to present their findings.

• Guest Speakers and Workshops: Inviting guest speakers from various religious backgrounds and organising workshops with practitioners provide students with firsthand insights into different religious traditions. These sessions allow students to ask questions, engage in discussions, and gain a deeper appreciation of the diversity within and between religious communities.

One of the primary Ofsted criticisms relates to the superficial and inconsistent curriculum that lacks depth and coherence. These suggestions, emphasise the cultural, social, and historical contexts of religious practices, and introduce a level of depth that traditional approaches often overlook. By framing religious beliefs within their broader societal roles, students gain a comprehensive understanding of not just the ‘what’ but the ‘why’ of religious practices (Geertz 1973). This approach inherently promotes a more coherent curriculum structure, where lessons are interconnected through themes of cultural influence and social interaction, rather than isolated segments of religious study.

Another significant concern identified is the curriculum’s failure to connect religious teachings to their real-world implications. Ethnographic and anthropological methods address this gap by embedding educational experiences within real community settings. Students engage with diverse cultural and religious groups, witnessing firsthand how religious beliefs shape daily decisions and societal norms. Grimmitt (2000, 38–45) discusses how pedagogical approaches in RE can connect religious teachings to real-world contexts and implications, emphasising the importance of experiential learning and community engagement. This real-world application helps students see the relevance of religious studies in contemporary issues such as ethical debates, social justice, and global conflicts, making their learning more applicable and engaging. These approaches naturally promote inclusivity by exposing students to a variety of religious experiences and viewpoints, which is essential in multicultural societies where understanding and respecting diversity are key societal values. By interacting with multiple faith communities, students develop empathy and a nuanced appreciation of differences, countering the simplistic stereotypes that often pervade traditional RE.

Lastly, the static nature of the current curriculum, as critiqued by Ofsted, fails to reflect the dynamic changes in religious and cultural demographics. The approaches suggested here can help educators and curriculum developers continually adapt teaching materials to reflect contemporary religious landscapes and practices. This dynamic approach ensures that RE remains relevant and responsive to the evolving cultural identities of the student population. Jackson (2014), in his work for the Council of Europe, emphasises the importance of adapting RE curricula to reflect contemporary religious and cultural landscapes, ensuring that education remains relevant and responsive to societal changes.

Existing resources: the bridges to religions series

A series of curriculum books, Bridges to Religions, exemplified the development of teaching materials derived from ethnographic studies. This series, which includes significant contributions from Everington and her colleagues, serves as a model for how ethnographic research can be effectively incorporated into RE. One notable example is the collaboration between Jackson, Barratt, and Everington (1994), which produced the Bridges to Religions: Teacher’s Resource Book [Ages 5–7]. This resource exemplifies the fruitful collaboration between higher education educators and RE teachers, providing practical and immersive learning materials for young students.

The effectiveness of the Bridges to Religions series lies in its ability to translate complex ethnographic insights into accessible and engaging classroom activities. By drawing directly from fieldwork, these resources offer students firsthand perspectives on religious practices and beliefs, grounded in real-world contexts. This approach helps students move beyond abstract concepts to a more tangible and empathetic understanding of diverse religious traditions.

The series uses real-life examples and ethnographic data to create materials that captivate students’ interest and make learning more relevant. For instance, students might engage with detailed accounts of religious ceremonies, explore artefacts, or even participate in reenactments of religious rituals. This immersive approach makes learning about religion an active and engaging process, encouraging students to connect with the material on a personal level. By providing immersive and detailed descriptions of religious practices, strives empathy and a deeper understanding of different cultures and beliefs. To develop a more nuanced perspective that goes beyond stereotypes and superficial knowledge.

Encouraging students to think critically about religious practices, their meanings, and their implications. Instead of merely learning about religious beliefs and rituals, students are prompted to ask questions such as, ‘Why do these practices hold significance for the practitioners?’ and ‘How do these religious beliefs influence the everyday lives of believers?’ This critical engagement helps students develop analytical skills that are applicable beyond the study of religion. ‘Bridging Fieldwork and Classwork: The Development of Curriculum Materials within the Religious Education and Community Project’ (Everington 1993) outlines the integration of fieldwork into classroom practices. Exemplifying how curriculum design can be enriched through the incorporation of ethnographic studies.

This approach aligns with the recommendations of both the Ofsted and CoRE reports, which emphasise the need for a substantive and comprehensive RE curriculum that prepares students for life in a multi-religious and multi-secular society. The Ofsted report highlights the superficial treatment of religious content and the lack of depth in the current RE curriculum, calling for more rigorous and meaningful engagement with religious studies. Similarly, the CoRE report advocates for a curriculum that goes beyond rote learning and factual recall to foster a deeper understanding of religious diversity and its real-world implications. By integrating ethnographic and anthropological methods, such as those exemplified in the Bridges to Religions series, educators can create a curriculum that not only provides detailed knowledge of various religious traditions but also contextualises these traditions within broader cultural, social, and ethical frameworks. This approach ensures that students are better equipped to navigate and appreciate the complexities of a multicultural and multi-faith society, thereby fulfilling the goals set forth by both Ofsted and CoRE for a more inclusive and effective RE curriculum.

Improving teacher competence

The Ofsted review highlights a significant gap in teacher competence concerning Religious Education (RE), where many educators lack the depth of knowledge needed to teach the subject effectively. This concern is echoed in the CoRE report, which emphasises the need for robust teacher training and professional development to ensure high-quality RE instruction. To address these issues, incorporating anthropological insights and ethnographic methods can greatly enhance teacher competence and confidence in delivering religious content.

Ethnographic training, which involves direct engagement with religious communities and immersive learning, can provide educators with authentic insights and personal narratives that are invaluable in the classroom. This firsthand experience moves beyond textbook knowledge to a lived understanding of religious diversity, aligning with the goals set forth by both Ofsted and CoRE for a more comprehensive and effective RE curriculum. To ensure the successful integration of ethnographic methods into RE, a robust framework for educator preparation is essential. This framework encompasses comprehensive initial training, continuous professional development, and supportive mentorship programmes, equipping teachers with the necessary skills and knowledge to deliver enriched RE lessons. An approach supported by Fetterman (2010, 45) who discusses how ethnographic methods contribute to a comprehensive understanding of cultural diversity and the practical steps for integrating these methods into educational setting.

To ensure the successful integration of ethnographic methods into RE, a robust framework for educator preparation is essential. This framework encompasses comprehensive initial training, continuous professional development, and supportive mentorship programmes, equipping teachers with the necessary skills and knowledge to deliver enriched RE lessons. The research of Borko, Whitcomb, and Liston (2009, 6) spotlight integration of ethnographic approaches in teacher education programmes and their impact on developing culturally responsive teaching practice. Additionally, educator preparation programmes should include detailed modules on ethnographic methods as a core component of their curriculum. These modules would introduce teachers to the principles of participant observation, interviewing techniques, and ethnographic recording, which are crucial for gathering authentic insights into religious practices and beliefs. Training must also emphasise the ethical dimensions of ethnography, such as informed consent, confidentiality, and respectful interaction with study participants, which are particularly important when dealing with sensitive religious topics. Educators would learn how to design research that is academically rigorous and practically feasible within a school setting, including crafting research questions, selecting appropriate ethnographic methods, and analysing data. Courses should also help teachers understand and reflect on their own cultural biases and how these may affect their interactions with and interpretations of different religious communities. As highlighted in Wolcott (2008, 56–57) purporting that ethnographic methods applied in educational settings, particularly in the initial training of teachers help educators understand the cultural contexts of their students.

Schools should provide ongoing professional development opportunities tailored to ethnographic practice to foster an environment of continuous learning and adaptation. Borko (2004) explores different models of professional development, including the importance of ongoing workshops and collaborative learning. These could include workshops and seminars led by seasoned ethnographers could introduce teachers to advanced topics in ethnography or updates in research methodology. Encouraging educators to engage in collaborative ethnographic projects with universities or research institutions can provide practical experience and foster a deeper understanding of complex religious landscapes. Additionally, facilitating study groups where teachers can share their field experiences, challenges, and innovative teaching strategies can help build a supportive community of practice.

The establishment of mentorship programmes can play a crucial role in the professional growth of educators, especially those new to ethnographic methods, reinforced by the work of Guskey (2000, 80) where he describes the importance of continuous professional development and mentorship programmes in teacher education. Novice teachers could be paired with mentors who have successfully integrated ethnographic approaches into their teaching. These mentors would provide guidance, support, and feedback, helping new teachers navigate the complexities of ethnographic research. Creating platforms for educators to connect and discuss their experiences, challenges, and solutions can facilitate mutual learning and innovation. This could be structured through online forums, regular meetings, or joint training sessions. Hobson et al. (2009, 210) emphasise this through their exploration of mentorship programmes in teacher education, emphasising how ethnographic methods should be integrated into mentoring to support novice teachers’.

Through ethnographic and anthropological based training and continuous professional development, teachers can gain a richer, more nuanced understanding of religious diversity, ultimately enriching the educational experiences of their students and preparing them for life in a multi-religious and multi-secular society

Example: Implementing Participant Observation in Religious Education

This foundational ethnographic technique involves educators and students engaging directly with the communities whose religious practices they are studying. For instance, a class might visit a local mosque during a significant religious ceremony like Eid, or a synagogue during Hanukkah celebrations. These visits can be complemented by pre-visit preparatory sessions where students learn about the rituals and their meanings and post-visit reflections to discuss observations and learnings. This method allows students to witness the diversity within and between faith traditions firsthand, challenging preconceptions and fostering a more nuanced understanding of global religious practices (Pink 2009, 22–25.)

Worship

A KS3 class might undertake a project to understand the diversity of religious practices within their community by visiting local places of worship such as churches, mosques, synagogues, and temples, where they can observe religious services and participate in community events. This direct engagement provides students with firsthand experience of the atmosphere and social dynamics of various religious practices, enriching their educational context. Back in the classroom, students could reflect on and discuss their experiences, addressing questions like ‘How do the practices you observed promote community values?’ or ‘What was most surprising about the religious service, and why?’ to enhance critical thinking and empathy. Such participant observation helps transform traditional learning paradigms, making RE a dynamic and immersive subject that not only supports the curriculum’s objective of fostering a deep understanding of diverse religious beliefs but also enables students to explore and respect the rich tapestry of religious life in their community and beyond.

Decision making

A unit on moral decision-making in different religious contexts could engage students with case studies that highlight ethical dilemmas faced by individuals from various faith backgrounds. For example, students could explore a scenario where a young person must decide whether to observe a religious fasting period despite having a medical condition that could be worsened by fasting. The class would discuss the conflict between religious obligations and health concerns, exploring guidance from different religions such as Islam, Christianity, and Judaism. Working in groups, students would research and present the teachings and scriptures relevant to the scenario, showing how different faiths might address the situation. To deepen this exploration, students could engage in participant observation by visiting religious communities and discussing these dilemmas directly with practitioners. Additionally, incorporating role-playing activities where students debate their assigned perspectives can further enrich the learning experience. By embodying different viewpoints and engaging in dialogue, students not only develop their research and presentation skills but also foster empathy and a deeper understanding of the complexities involved in applying religious principles to everyday life.

Group project

A group project on the major world religions’ rites of passage could be an enriching educational experience, where each group in a class is assigned a different religion – such as Christianity, Islam, Hinduism, Buddhism, and Judaism – to investigate key rites of passage like birth ceremonies, coming of age rituals, marriage, and funerals. This project would conclude with a classroom exhibition, where each group presents their findings on a presentation board or through a digital presentation. Students would compile information on how these significant life events are celebrated or commemorated across different religions, examining the rituals involved and the beliefs that underpin these practices. They could also conduct interviews with community members or engage in video conferences with practitioners globally to integrate authentic voices and personal experiences into their project. By creating visual aids such as charts, models, and diagrams, students would make their findings more accessible and engaging. Such group projects not only deepen students’ understanding of global religious diversity but also improve their teamwork skills, respect for different viewpoints, and ability to present complex information clearly. Engaging in these collaborative and explorative activities, students in KS3 RE gain a comprehensive insight into the world’s religious traditions, enhancing their appreciation of cultural diversity.

Report recommendations

The approaches discussed in this paper align with the Ofsted, and CoRE report recommendations, firstly through the integration of ethnographic and anthropological methods into the RE curriculum to deepen students’ understanding of religious practices and enhance pedagogical approaches. This aligns with Ofsted’s recommendation to establish a distinct, rigorous curriculum that builds on pupils’ prior knowledge and comprehensively covers both religious and non-religious traditions without oversimplification. By using ethnographic methods, such as participant observation and cultural immersion, students can explore the complex and diverse world of religions more authentically and contextually (Jackson 1997), which directly addresses the need for a curriculum that balances breadth and depth of study.

Furthermore, the adoption of ethnographic and anthropological approaches significantly broadens students’ understanding of diverse religious practices and beliefs. These methods facilitate a deep, immersive experience that moves beyond textbook definitions into the realm of lived experience and personal narratives. By engaging directly with various religious communities through participant observation or cultural immersion, students gain firsthand insights into the complexities and nuances of different faiths (Nesbitt 2004). This not only helps dismantle stereotypes and preconceived notions but also promotes a genuine appreciation of diversity within the classroom and beyond.

Such experiential learning encourages students to see the interconnectedness of religious beliefs with cultural, economic, and political realities. For example, observing how religious practices influence community actions during festivals or communal rites provides students with a clearer picture of how faith integrates into daily life and sustains community structures. This comprehensive understanding fosters critical thinking and empathy, key components of a well-rounded education that prepares students to navigate and contribute positively to a multicultural world (Grimmitt 2000).

The proposed use of ethnographic approaches also responds to the need for ambitious teaching that fosters all aspects of knowledge, including substantive and personal knowledge. Ethnographic methods encourage students to engage with real-world applications of religious teachings, thereby moving beyond simple recall of facts to developing a more nuanced understanding and appreciation of diverse religious and non-religious traditions (Pink, 2009). This method of teaching naturally develops manageable and meaningful assessment strategies that emphasise comprehension and application over rote memorisation.

Likewise, ethnographic and anthropological perspectives require that teachers possess both subject and pedagogical knowledge pertinent to these approaches. This supports the recommendation for ensuring that all teachers are well-equipped to teach RE effectively. Increased access to professional development and training specifically designed around these innovative methods could help teachers meet the high expectations set for pupil knowledge and engagement (Jackson 2004). The integration of local and global religious practices through ethnographic studies also offers a way to utilise the time allocated for RE more effectively. This approach ensures that the curriculum for statutory non-examined RE is ambitious and coherent, as recommended, particularly at KS4 and 5, where the content builds logically on what students have learned earlier.

The CoRE report underscores the importance of a curriculum that reflects the diverse and dynamic nature of religious practices and beliefs in modern society. By adopting ethnographic and anthropological methods, the RE curriculum can be revitalised to not only meet but exceed current educational standards and expectations. This approach directly addresses the CoRE recommendations by providing a structured yet flexible curriculum framework that enhances both teacher readiness and student engagement, ensuring that RE education is comprehensive, inclusive, and equipped to prepare students for understanding a complex and pluralistic world.

Practical strategies for integration

To effectively incorporate these methodologies into standard teaching practices, several practical strategies can be implemented:

• Curriculum Development: Integrate ethnographic content within RE curriculums to include requirements for fieldwork and case studies. This approach ensures that students are exposed to a variety of religious contexts and practices, enriching their learning experience

• Professional Development: Support ongoing development for teachers in ethnographic and anthropological methods.

• Resource Allocation: Allocate resources to support ethnographic fieldwork, including transportation and technology for virtual engagement. Providing access to community partnerships with religious organisations ensures that all students have equal opportunities to engage in these enriching educational experiences, regardless of their school’s geographic or economic status.

• Community Engagement: Encourage schools to develop links with local and global religious communities, facilitating a mutual exchange of knowledge and resources. Recognising and supporting community-based learning as a key component of the educational experience enhances the relevance and impact of RE.

• Assessment Criteria: Modify assessment criteria to value qualitative insights and reflective learning alongside factual recall. This change encourages students to apply their learning practically, engaging thoughtfully and respectfully with different cultures and beliefs. For GCSE and A-Level religious studies, assessments could include portfolios of fieldwork activities, reflective journals, and project-based learning outcomes, in addition to traditional exams. These portfolios would showcase students’ direct engagement with religious communities, their interpretation of cultural practices, and their reflective insights. For instance, students could present case studies or ethnographic reports exploring specific religious practices, detailing their observations and reflecting on the impact on community cohesion or individual identity

Conclusion

This article advocates for the integration of ethnographic and anthropological methods into Religious Education (RE) to address the deficiencies highlighted in the recent Ofsted. These methods can move RE beyond factual recall to provide a richer, more immersive learning experience. Techniques such as participant observation and cultural immersion enable students to engage directly with diverse religious communities, fostering a deeper understanding and appreciation of religious practices. This approach aims to create a more comprehensive and empathetic RE curriculum that prepares students for a diverse and complex world.

Disclosure statement

No potential conflict of interest was reported by the author(s).Dr Heather Marshall is a senior lecturer and RE PGCE course lead at Edge Hill University