Gender equality and religion:a multi-faith exploration of young adults’ narratives

This paper presents findings from research on young adults in the UK from diverse religious backgrounds. Utilizing questionnaires, interviews, and video diaries it assesses how religious young adults understood and managed the tensions in popular discourse between gender equality as an enshrined value and aspirational narrative, and religion as purportedly instituting gender inequality. We show that, despite varied understandings, and the ambivalence and tension in managing ideal and practice, participants of different religious traditions and genders were committed to gender equality. Thus, they viewed gender-unequal practices within their religious cultures as an aberration from the essence of religion. In this way, they firmly rejected the dominant discourse that religion is inherently antithetical to gender equality

Challenges of Religious Literacy in Education : Islam and the Governance of Religious Diversity in Multi-faith Schools

This chapter seeks take part in an emerging research where religion is approached as a whole school endeavor. Previous research and policy recommendations typically focused on teaching about religion in school, but the accommodation of religious diversity in the wider school culture merits more attention. Based on observations in our multiple case studies, we discuss the multi-level governance of religious diversity in Finnish multi-faith schools with a particular focus on the challenges of religious literacy for educators. The three examples we present focus on the inclusion of Muslims in Finnish schools and in particular on the challenges for educator (1) in interpreting the distinction between religion and culture, (2) in recognizing and handling intra-religious diversity, and (3) in being aware of Protestant conceptions of religion and culture. A theme cutting across these examples is how they reflect the tendencies either to see different situations merely through the lens of religion (religionisation), or not to recognize the importance of religion at all (religion-blindness). We argue that religious literacy should be recognized and developed as a vital part of the intercultural competencies of educators.Peer reviewe

Intimacy negotiated: the management of relationships and the construction of personal communities in the lives of bisexual women and men

Bringing into dialogue conceptual literature on bisexuality, intimacy, and personal community, this article illuminates the lived experiences of 80 bisexual women and men in the UK. The data were collected through questionnaire and individual interview. The article discusses two empirical themes, beginning with the participants' narratives on their engagement with the dominant sexual and gender order – which hegemonizes 'monosexuality' and 'compulsory monogamy' – in their negotiation of relational intimacy. This is followed by an exploration of the features and functions of their personal communities, especially the significance of friendships. The article argues that, despite the ambivalence and misperception surrounding bisexuality, the participants enacted creative agency in negotiating intimacy and social support in their everyday lives

Changing the game in English religious education: 1971 and 2018

In this chapter, Cush re-examines Schools Council Working Paper 36 (Schools Council 1971), subsequently recognised to be a ‘game-changing’ moment in English religious education (RE), shaping RE for decades and still influential today. Proposals of the ‘working paper’ are explored, as well as some of the criticisms that have been made of both the document and Smart’s ‘phenomenological’ approach to RE which it endorsed. To some extent defending both the working paper and Smart, she also recognises the many developments in both the religious landscape and academic study of religion which necessitate a new ‘game-changing’ move in English RE. Could the recommendations of the Commission on RE (CoRE 2018) mark the beginning of a new era for RE in England

Queer Jesus, straight angels: Complicating 'sexuality' and 'religion' in the International Raelian Movement

This article highlights the central role of sexuality and the body within the International Raëlian Movement. The world's largest UFO-inspired New Religious Movement, the Raëlian Movement rejects theism and understands higher spiritual awareness to be dependent upon individual and communal sexual identity. Through a process called Sensual Meditation, Raëlians believe that harmony and peace may be facilitated, a view which also underpins their increasing profile of social campaigns and public protests centred upon rights for diverse adult sexualities. It will be argued, however, that Raëlian views of sexuality, although internally viewed as radical and subversive, are in fact predominantly heteronormative

What is counterintuitive? Religious cognition and natural expectation

What is ‘counterintuitive’? There is general agreement that it refers to a violation of previously held knowledge, but the precise definition seems to vary with every author and study. The aim of this paper is to deconstruct the notion of 'counterintuitive’ and provide a more philosophically rigorous definition congruent with the history of psychology, recent experimental work in ‘minimally counterintuitive’ concepts, the science vs. religion debate, and the developmental and evolutionary background of human beings. We conclude that previous definitions of counterintuitiveness have been flawed and did not resolve the conflict between a believer’s conception of the supernatural entity (an atypical “real kind”) and the non-believer’s conception (empty name/fictional). Furthermore, too much emphasis has been placed on the universality and (presumed) innateness of intuitive concepts (and hence the criteria for what is counterintuitive)—and far too little attention paid to learning and expertise. We argue that many putatively universal concepts are not innate, but mostly learned and defeasible—part of a religious believer’s repertoire of expert knowledge. Nonetheless, the results from empirical studies about the memorability of counterintuitive concepts have been convincing and it is difficult to improve on existing designs and methodologies. However, future studies in counterintuitive concepts need to embed their work in research about context effects, typicality, the psychology of learning and expertise (for example, the formation of expert templates and range defaults), with more attention to the sources of knowledge (direct and indirect knowledge) and a better idea of what ‘default’ knowledge really is