TY - JOUR

T1 - Towards a Theory and Practice of Religious Literacy

T2 - A Case Study of Religion and Belief Engagement in a UK University

AU - Dinham, Adam

AU - Francis, Matthew David

AU - Shaw, Martha

PY - 2017/12/20

Y1 - 2017/12/20

N2 - This article reports on research undertaken in 2011–2012 into the role of religion and belief in one British university. In this indicative qualitative case study, we observed six important features in relation to religion and belief: a clear divide in attitudes to the place of religion and belief between operations and curriculum; a lack of knowledge and understanding of the religious landscape within the institution; differing and localized responses to religion and belief within and between departments; variation in the approaches of different academic disciplines; very strong desire to promote a good student experience, which included a recognition that some students identify as religious; and that religious and non-religious perspectives are widely conceived of as binary, meaning either ‘secular’ or religious. We conclude that these findings demonstrate, at this institution, a struggle to think and act strategically and consistently on religion and belief, and suggest that, because of their influential educational positions, this reflects and reproduces muddled thinking and acting about religion and belief in wider society.

AB - This article reports on research undertaken in 2011–2012 into the role of religion and belief in one British university. In this indicative qualitative case study, we observed six important features in relation to religion and belief: a clear divide in attitudes to the place of religion and belief between operations and curriculum; a lack of knowledge and understanding of the religious landscape within the institution; differing and localized responses to religion and belief within and between departments; variation in the approaches of different academic disciplines; very strong desire to promote a good student experience, which included a recognition that some students identify as religious; and that religious and non-religious perspectives are widely conceived of as binary, meaning either ‘secular’ or religious. We conclude that these findings demonstrate, at this institution, a struggle to think and act strategically and consistently on religion and belief, and suggest that, because of their influential educational positions, this reflects and reproduces muddled thinking and acting about religion and belief in wider society.

KW - Religious literacy

KW - Higher education policy

KW - Religion

KW - Belief

KW - UK universities

U2 - 10.3390/rel8120276

DO - 10.3390/rel8120276

M3 - Journal article

VL - 8

JO - Religions

JF - Religions

SN - 2077-1444

IS - 12

M1 - 276

ER -