Religious education in the experience of young people from mixed-faith families

On the basis of recent ethnographic study at the University of Warwick of the religious identity formation of young people in ‘mixed-faith’ families, this article focuses on their (and their parents’) experiences and perceptions of religious education (RE) and of religious nurture in the community. The young people’s experience of RE differed between primary and secondary school and only a few were engaged in supplementary classes. We highlight the complementarity between school and home in young people’s religious learning and draw out implications for RE

Should the state fund faith based schools? A review of the arguments

The debate about state funding for faith based schools in England and Wales has intensified recently in the light of a number of factors, including the events of 11 September 2001 in New York and Washington and their aftermath internationally, together with tensions related to religion more locally, typified by riots in the north of England in the summer of 2001. Supporters of state funded faith based schools advance a variety of arguments in their favour, including the view that they: provide a positive response to racism; promote justice and fairness for children, parents and religious communities; offer education of a high quality; and promote social cohesion and the integration of minority communities into the democratic life of the state. Opponents of such schools argue that they: limit the personal autonomy of pupils; erode social cohesion through separating young people of different religious and non‐religious backgrounds; impose on pupils a restricted view of their religion; use state finance to fund proselytisation or mission; and disadvantage other schools through selection procedures that cream off the most able students. The article reviews the arguments and reaches the conclusion that the undesirable practices referred to by opponents are not intrinsic to a faith based education and that all schools should promote social justice (including religious tolerance), knowledge about religions, the development of pupils’ skilIs of criticism and independent thinking and also dialogue and interaction between pupils of different backgrounds