ABSTRACT
In today’s ‘globalised’ world it is more important than ever to prepare children and young people to live and work alongside others who may not share the same beliefs, values or customs, and to provide the resources for pupils to develop their own beliefs, values and identity in the light of those of their family, society and the wider world. These are the main aims of the subject called ‘religious education’ in the UK. Religion is often in the news and public affairs, so much so that some have started referring to living in a ‘postsecular’ society. A more accurate description of British society would recognise that it is Christian and secular and plural and spiritual in complex and changing ways (Woodhead and Catto, 2012 ). The number of students in England taking GCSEs and A-levels in religious studies has increased impressively year on year. Recent research reveals that young people in Britain are remarkably tolerant of diversity and that young people throughout Europe want to learn about religious and cultural plurality (Jackson, 2011 ). The Equality Act 2010 for England, Scotland and Wales includes ‘religion or belief ’ as one of the ‘characteristics’ for which public bodies have a duty to avoid discrimination and promote understanding. The Council of Europe (2008) recommends that all young people should learn about religious diversity.
