TY - BOOK
T1 - Sharing Beliefs, Sharing Education: policy and curricular responses to plurality of beliefs in Ireland, North and South
AU - Nelson, James
AU - Irwin, Jones
PY - 2017/10
Y1 - 2017/10
N2 - This project primarily centred on two symposia designed to facilitate dialogue among
stakeholders from across the island of Ireland on issues of Sharing Beliefs Sharing Education
in Primary schools. One symposium was held in Dublin City University (St Patrick’s Campus,
Drumcondra) and another in Queen’s University Belfast. Each symposium consisted of
twelve invited participants who were policy-makers or teacher educators with a particular
interest in issues of religion, beliefs and values in education. The focus for each symposium
were briefing papers provided by the participants on the project theme. The briefing papers
and transcripts of the discussion were analysed by the researchers and, with the help of
MaxQDA software, were coded and annotated with memos to work towards the
identification of patterns and core conceptual categories. These were developed further
through the use of diagrams, reflection on relevant literature and the elaboration of
qualitative commentary on the categories to develop a model of religion, education and
learning on the island of Ireland. The findings from this study show that while the political
systems of North and South are distinct there are significant historical areas of similarity in
the approaches taken to teaching about religion, beliefs and values as well as common
issues arising from the increasing plurality of religions, cultures and beliefs in classrooms. It
is concluded that in both jurisdictions there is a reluctance for state actors to intervene in
matters of religion and education with the result that: churches retain significant levels of
control over religious education curricula; there is a disconnect between communities of
belief, other than Christianity, and curriculum programmes raising issues of fairness and
equality; the position of the teacher in relation to identity, belief and professional integrity
is not well defined and, as a result, this can cause personal and professional difficulties for
teachers. It was also observed that inclusive pedagogical approaches have yet to be
confidently owned by teachers in plural classrooms. Finally, the researchers noted an
enthusiasm for the development of new ‘spaces’ for religious, beliefs and values education
among participants as well as a common view that, considering the religiously separate
nature of most education on the island, the opportunities to cultivate shared values of
welcome, equality, sharing and reconciliation should be maximised.
AB - This project primarily centred on two symposia designed to facilitate dialogue among
stakeholders from across the island of Ireland on issues of Sharing Beliefs Sharing Education
in Primary schools. One symposium was held in Dublin City University (St Patrick’s Campus,
Drumcondra) and another in Queen’s University Belfast. Each symposium consisted of
twelve invited participants who were policy-makers or teacher educators with a particular
interest in issues of religion, beliefs and values in education. The focus for each symposium
were briefing papers provided by the participants on the project theme. The briefing papers
and transcripts of the discussion were analysed by the researchers and, with the help of
MaxQDA software, were coded and annotated with memos to work towards the
identification of patterns and core conceptual categories. These were developed further
through the use of diagrams, reflection on relevant literature and the elaboration of
qualitative commentary on the categories to develop a model of religion, education and
learning on the island of Ireland. The findings from this study show that while the political
systems of North and South are distinct there are significant historical areas of similarity in
the approaches taken to teaching about religion, beliefs and values as well as common
issues arising from the increasing plurality of religions, cultures and beliefs in classrooms. It
is concluded that in both jurisdictions there is a reluctance for state actors to intervene in
matters of religion and education with the result that: churches retain significant levels of
control over religious education curricula; there is a disconnect between communities of
belief, other than Christianity, and curriculum programmes raising issues of fairness and
equality; the position of the teacher in relation to identity, belief and professional integrity
is not well defined and, as a result, this can cause personal and professional difficulties for
teachers. It was also observed that inclusive pedagogical approaches have yet to be
confidently owned by teachers in plural classrooms. Finally, the researchers noted an
enthusiasm for the development of new ‘spaces’ for religious, beliefs and values education
among participants as well as a common view that, considering the religiously separate
nature of most education on the island, the opportunities to cultivate shared values of
welcome, equality, sharing and reconciliation should be maximised.
M3 - Other report
BT - Sharing Beliefs, Sharing Education: policy and curricular responses to plurality of beliefs in Ireland, North and South
ER -