ABSTRACT
This chapter represents authentic voices of teachers and takes account of their views about religious education through the use of digital ethnography to observe and report online discussion and journal postings. Digital ethnography suggests that religious education teachers in Catholic schools are creative and motivated practitioners. Almost half of the teacher responses state that the critical importance of religious education lies in its unique position and responsibility for educating in faith within the Catholic-Christian tradition. However, other teacher responses point towards an inter-religious role beyond the immediate faith tradition, arguing that children must be religiously educated by means of being objectively informed about the wider world and society. Teacher awareness of the complex nature of religious education is also demonstrated by their consideration of curricular and pedagogical challenges due to changing religious practice and socio-cultural contexts among pupils and their families.
