Intercultural education and recent European pedagogies of religious education

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Abstract
I give a brief account of the emergence in Britain in the late 1960s of a secular religious education (RE), utilizing material from the religions of the world, and refer to its role in multicultural education in the 1970s. Next, I summarize some developments in the history of the uneasy relationship between multicultural and antiracist education up to the early 1990s, when new critical approaches to multicultural education appeared, noting that the political climate in Britain under Conservative Governments prevented any positive influence from these on policy. Since the election of a Labour Government in 1997, two main factors have resulted in the restoration of some multicultural/intercultural education to the curriculum: The first is a response to social disruption nationally and globally. The second is the introduction of citizenship education in the curriculum of English and Welsh schools. In the case of social disruption, in relation to riots in England and to the events of 11 September 2001, in New York and their global consequences, religion has been a key element requiring analysis and response. Policy discussions, in England and Wales and in Europe more widely, are recognizing the importance of the religious dimension to intercultural education. New interpretive and dialogical pedagogies of RE share similar analytic stances towards ‘culture’ and ‘religion’ and similar critical and reflexive methodologies to recent approaches to multicultural/intercultural education. Thus, RE, employing these pedagogies, can make a direct contribution to an intercultural education working to promote social cohesion. There are also opportunities for fruitful collaboration between educators in the RE and intercultural fields.

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