ABSTRACT
In this chapter we are interested in how you position yourself with regard to religious education pedagogy. There can be many reasons for the way in which teachers understand pedagogy and their preferences for one pedagogical approach over another. However, one thing that can be said straightaway is that religious education has traditionally been a much-contested subject with regard to approaches to teaching and learning. To begin with, religious education means different things to different people. For example, as we mentioned in Chapter 1, the UK is fairly unique in that within state schools ‘religious education’ does not mean a faith-based nurturing approach to teaching religion. Understandably then, because of this, how the teaching of religion is, and has been, understood in schools in England has often courted controversy.
