ABSTRACT
Around 42 per cent of state primary schools provide ‘Bible in Schools’ (BiS) classes in New Zealand under the ‘Nelson system’ of voluntary religious instruction. Parents may opt their children out, but in practice most do not. By contrast, the New Zealand Curriculum 2007 recognises cultural diversity but makes little provision for education about diverse religions and worldviews at the primary or secondary level, and educationalists advocate the development of tolerance in preference to conceptual understanding of religion. This paper draws on interviews with school principals, teachers, parents, BiS volunteers and other key stakeholders. Adopting a Foucaultian discourse analysis and critical realist epistemology I identify material and discursive constraints embedded in current religious instruction practices that undermine government and state school accountability regarding BiS programmes, along with changes that would better serve New Zealand’s commitment to respecting diversity. Against the promotion of Christian religious instruction and uninformed tolerance within the curriculum, I assert the need for a review of BiS programmes and for the introduction of education about diverse religions and worldviews in New Zealand schools.
