ABSTRACT
Religious matters now seem more evident in the public arena, whether people are talking about the wearing of religious dress or religious symbols, attitudes to gay marriage, the rise of militant atheism or religious terrorism. In education, the situation is complicated by new forms of faith schooling. This chapter examines such issues from the perspective of Teaching Assistants and others who work in school classrooms alongside teachers. Inclusive schools welcome the diversity represented by members of their neighbourhood communities and regard differences as sources for enriching teaching and learning and for fostering harmonious, respectful relationships and mutual understanding. Until the introduction of the National Curriculum in 1988, religious education was the only subject that schools in England and Wales were required to teach. Two main arguments against confessional religion were advanced: first, that confessional education entails indoctrination; second, that confessional education is inappropriate within an increasingly secular and pluralist society.
