ABSTRACT
This chapter explores the empirical perspective one specific issue, namely whether the pursuit of religious education (RE) as an examination subject worked in the sense of having an identifiable impact on the worldviews of students enrolled in the programme, thereby contributing to the common good. It stimulates by the provocative and challenging title of Conroy's project. The distinctive place of religious education within the state-maintained sector of schools in England is a direct consequence of the long, complex and pivotal role of the Christian churches in establishing and shaping that sector. While the legislative framework within which religious education in England has remained largely unchanged since 1944, the actual provision within schools has changed beyond recognition. As part of a large multi-method project on religious diversity designed to examine the experiences and attitudes of young people living in multicultural and multi-faith contexts throughout the UK.
