{"id":61637,"date":"2022-02-18T12:08:14","date_gmt":"2022-02-18T17:08:14","guid":{"rendered":"https:\/\/world.edu\/?p=61637"},"modified":"2022-02-18T12:08:14","modified_gmt":"2022-02-18T17:08:14","slug":"trojan-horse-affair-podcast-reignites-questions-about-the-place-of-religion-in-english-and-welsh-schools","status":"publish","type":"post","link":"https:\/\/world.edu\/trojan-horse-affair-podcast-reignites-questions-about-the-place-of-religion-in-english-and-welsh-schools\/","title":{"rendered":"Trojan Horse Affair: podcast reignites questions about the place of religion in English and Welsh schools"},"content":{"rendered":"

\"\"
\nA recent\u00a0podcast series on the 2013-14 Trojan Horse affair<\/a>\u00a0\u2013 an alleged but unproven plot to implement a strict Islamic ethos in some schools in Birmingham \u2013 has drawn attention to the place that religion occupies in state-funded education in England and Wales.<\/p>\n

While some countries such as France or the United States make a clear separation between church and state and do not allow religion in state-funded schools, in England and Wales schools are\u00a0legally required<\/a>\u00a0to hold daily acts of collective worship that must be broadly Christian in character, unless schools obtain permission to provide alternative worship.<\/p>\n

All state-funded schools are also required to teach religious education (RE) classes. While Christianity occupies\u00a0a privileged place<\/a>\u00a0in RE, for the past 50 years pupils in England and Wales have also been learning about and from other\u00a0\u201cworld religions\u201d<\/a>, such as Buddhism, Hinduism, Islam, Judaism, or Sikhism. Since 2015, schools have also been required to\u00a0teach about non-religious worldviews<\/a>.<\/p>\n

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However,\u00a0my research<\/a>\u00a0shows that RE teaching can be problematic. The children in my study tended to be unaware of the diversity of beliefs and practices within \u201cworld religions\u201d. They regularly conflated religious belonging with ethnic identity.<\/p>\n

The Trojan Horse affair not only exposed fears about the presence of Islam in English schools \u2013 schools which served a majority Muslim population \u2013 but also shed light on broader issues around religious belonging and what it means to be British.<\/p>\n

Operation Trojan Horse<\/h2>\n

On 27 November 2013, Birmingham City Council received an anonymous letter that leaked pieces of supposed correspondence between Muslim fundamentalists, detailing an alleged plot \u2013 Operation Trojan Horse \u2013 to take over state-funded schools located in Muslim areas in Birmingham and promote a strict Islamic ethos.<\/p>\n

Inquiries\u00a0did not find evidence<\/a>\u00a0to support the idea of a plot to take over schools, and the Trojan Horse letter is considered to be fake. However, reports did find an effort to\u00a0introduce an Islamic ethos<\/a>\u00a0into some schools, and run them as\u00a0faith schools<\/a>.<\/p>\n

As a result, the government responded by implementing the anti-terrorism\u00a0Prevent strategy<\/a>\u00a0in schools. It also made it a requirement for all schools to promote\u00a0\u201cfundamental British values\u201d<\/a>.<\/p>\n

Implementing \u201cfundamental British values\u201d begs the question of what it means to be fundamentally British. For the UK government, it means adhering to the following values: democracy, the rule of law, individual liberty, and mutual respect for and tolerance of those with different faiths and beliefs and for those without faith.<\/p>\n

By promoting these values, schools are expected to\u00a0\u201cstrengthen barriers to extremism\u201d<\/a>, and\u00a0prepare pupils for life in modern Britain<\/a>.<\/p>\n

Scholars<\/a>\u00a0have argued that these values are not inherently British, but by labelling them as such, it has sent the message that British values and Islam conservatism are\u00a0incompatible<\/a>. It is about who belongs to the in-group, and who is \u201cothered\u201d.<\/p>\n

One way to promote respect and tolerance for those with different faiths and beliefs and for those without faith is through RE classes.\u00a0Research<\/a>, however, shows that all too often teachers are poorly equipped to teach RE adequately \u2013 perhaps due to a lack of subject knowledge or lack of confidence. The 2015\u00a0RE for REal report<\/a>\u00a0identified a gap between the \u201creal religion and belief landscape\u201d and the one \u201cimagined by the majority\u201d.<\/p>\n

Teaching the \u201cother\u201d<\/h2>\n

In order to investigate what that \u201cimagined\u201d landscape might look like in schools, between 2010 and 2015 I visited 18 primary schools across the West Midlands and spoke to teachers and pupils. The\u00a0data<\/a>\u00a0revealed that children found it difficult to locate themselves within RE, regardless of their religious or non-religious background.<\/p>\n

Most children viewed RE as a way to learn about people who were different to them, rather than about themselves.<\/p>\n

For example, when I asked Tom, a year six pupil, whether he thought RE was an important topic, he said yes, \u201cif you go to a different country\u201d. When I asked him if RE was still relevant if he was to stay in England, his response was \u201cYes, because it means, if they come over here, you can make them feel like they\u2019re at home.\u201d<\/p>\n

As \u201cworld religions\u201d are presented as un-diverse, in some cases this led to pupils being unsure about their own religious identities. This was the case for Adil:<\/p>\n

[My teacher] says that Muslims pray five times a day. [\u2026] So I\u2019m not sure. I\u2019d definitely say I\u2019m a Muslim. But I don\u2019t know if that\u2019s the right word \u2018cos I don\u2019t pray five times a day \u2026 But I\u2019d say it is.<\/p><\/blockquote>\n

In other instances, children felt that their religious traditions was misrepresented, as did Rajan: \u201cSometimes [my teacher] says something wrong.\u201d As a result, children were not only likely to feel alienated, but were also \u201cothered\u201d as they did not conform to dominant narratives.<\/p>\n

My\u00a0research<\/a>\u00a0shows that it is time we paid closer attention to how religious communities are represented in RE.<\/p>\n

Many within the RE community are increasingly\u00a0aware of the limits of the \u201cworld religions\u201d approach<\/a>, and are calling for a move towards the study of\u00a0religion and worldviews<\/a>, in order to be more representative of the religious and non-religious communities that live in Britain, and meet the needs of our diverse society.<\/p>\n

Author Bio:<\/strong> C\u00e9line Benoit is Senior Teaching Fellow, Sociology and Policy at Aston University<\/em><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

A recent\u00a0podcast series on the 2013-14 Trojan Horse affair\u00a0\u2013 an alleged but unproven plot to implement a strict Islamic ethos in some schools in Birmingham \u2013 has drawn attention to the place that religion occupies in state-funded education in England and Wales. While some countries such as France or the United States make a clear […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[10424],"coauthors":[11733],"class_list":["post-61637","post","type-post","status-publish","format-standard","hentry","category-education","tag-religion-2"],"acf":[],"yoast_head":"\nTrojan Horse Affair: podcast reignites questions about the place of religion in English and Welsh schools - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/trojan-horse-affair-podcast-reignites-questions-about-the-place-of-religion-in-english-and-welsh-schools\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Trojan Horse Affair: podcast reignites questions about the place of religion in English and Welsh schools - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"A recent\u00a0podcast series on the 2013-14 Trojan Horse affair\u00a0\u2013 an alleged but unproven plot to implement a strict Islamic ethos in some schools in Birmingham \u2013 has drawn attention to the place that religion occupies in state-funded education in England and Wales. 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