Education

Muslim students experience the Islamic Religious Education classroom as an in-between space where they can ask questions that they feel are too delicate to be discussed in religious communities or even with their parents but need to be discussed with an adult who is an insider of their tradition but also understand their everyday life at school.

Considering the title of her podcast, I was hoping that Dr Susan Palmer would speak about children in all New Religious Movements (NRM). Instead, I found myself immersed in a discussion about children in more problematic groups such as Hari Krishna, the New Unification Church, Children of God, 12 Tribes, Mormon Polygamists, and Scientology.

The Religious Studies Project in the UK and State of Formation in the US stand out as two exemplary religious studies projects, often, as with these two, in collaboration with other universities, (as opposed to individual departments or programmes) that utilise social media daily to reach and interact with their intended audience.

Prof. Martin Stringer, now of Swansea University, once again lends his expertise in religious diversity to the Religious Studies Project. In this podcast, Prof. Stringer discusses the changes the discourse of religious diversity. After years of studying in different locations in the U.K. – Birmingham, London, Manchester – Stringer began noticing a pattern in the way people identify.

While I respect Masuwaza’s work on many levels, I mostly like it because she reminds me, again and again, to look at my tools of inquiry and see how my tools have shaped what I have found. I spent two years as an English teacher in South Korea. I went because they wanted native speakers in their classrooms and promotional photos, particularly young American females,...

"Although this might help pupils develop their critical thinking skills, this approach to the study of religion seems to reinforce the notion that religion is concerned with private, individualized beliefs of an ontological, epistemological and/or moral nature. It does not provide room for pupils to consider how ‘religion’ might be broader than assent to propositional beliefs or to explore further the nature of belief and how it can function in all our everyday lives."