Editor Stephen Pett

S

ECONDARY

RE

RE TodayISSN 1759-927X

Questions

in R

E

Questions: Identity and Diversity

2

5

12

19

25

31

ContentsQuestions of identity and diversity in the UK

What does it mean to be Christian, Humanist or Muslim in Britain today

Who am I? Who am I becoming?

Appearance and reality: what do the media say about diversity of religion and belief?

A challenging discovery: the story of Canon Gideon Byamugisha from Uganda

Access and Challenge

Robin Richardson

Fiona Moss

Stephen Pett

Lat Blaylock

Rosemary Rivett

Lat Blaylock

RE Today 1

People of the world don't look at themselves, and so they blame one another.

Rumi

Through the You a person becomes an I.

Martin Buber

Roots down, walls down.Graham Cray

Religions explore great mysteries. Perhaps the greatest mysteries surround questions of our self and others. Who am I? How am I to relate to others? How am I to live? How can we get along with others?

The challenges increase as we realise that many of the people around us have different ways of living, thinking, believing. For some this can be threatening, but others see it as a benefit. The quotes above suggest that finding our own identity and living with others are part of the same interconnected process. It is this process of working out our own identity and how to live with others that is explored in this book.

Questions: identity and diversity

The religious diversity of the UK is examined, with interviews from parents and their children (pp.5–11) and from a seasoned commentator on such diversity (pp.2–3). Ideas of personal identity are explored, encouraging some reflective work and personal responses from students in the light of religious ideas and teachings (pp.12–18).

Critical awareness of the ways in which diversity is handled in the UK’s media can help students to think for themselves about sensitive issues. Strategies for developing such critical awareness can be found on pp.19–24.

As always in this series, we look to find strong, authentic contemporary religious voices. In Canon Gideon we have a Christian whose identity could have been confined by his HIV status, but instead he has had a global impact in his search for justice for some of the most marginalised of human beings (see pp.25–30).

The challenge of working out our identity and how to live with others can be considered in RE lessons. RE should have an impact on students. These resources and activities are designed to have an impact, to encourage reflective thinking, to promote a deeper understanding of religious and non-religious ways of living, and to challenge students in their own responses to identity and diversity.

Stephen Pett

Editor

2 RE Today

Questions of identity and diversity in the UK

This book deals with complex issues which deserve some weighty comment. We asked Robin Richardson, an experienced trainer, writer and commentator on identity and diversity, for his thoughts.Here they are.

Why is it good for the UK to be religiously mixed? What benefits are there from this mixture?By ‘religiously mixed’ I assume you‘re referring to the fact that the UK contains nowadays more adherents of religions other than Christianity than in the past, and also that it contains more people than in the past who never, or virtually never, take part in religious activity. With this definition in mind, I would like to think Britain is less of a danger to other countries as a result of being religiously mixed, for a mixture ought to mean it’s more difficult to mobilise support for military action or for perpetuating economic injustices. It would be very premature, though, to be confident that indeed Britain is less of a threat to others than it has been in the past, and premature to give the credit, if indeed the country is less dangerous than it was, to the fact that we are religiously more mixed.

Also, it would be premature to assume, as my words above seem to assume, that the historical balance sheet shows that over the centuries Britain has done more harm to others than good. And anyway, how do we compare with others? Particularly with others who have had, as we have had, a great deal of resources and of good fortune? I don’t know the answers to these questions.

What makes it hard for religions to coexist? How can the challenges and difficulties be dealt with?The prior question, surely, is: what makes it hard for human beings to coexist, both as individuals and as groups? The answer is hugely complex, of course, but minimally it involves referring to things like competition for scarce resources, and the desire to survive and to be secure, and the fear of losing autonomy and control, and losing one’s sense of identity.

It has been famously said that when human beings enter into competition and conflict with each other, truth is the first casualty. It has also been said that God, in these circumstances, is the first conscript – human beings call on ‘God’ to give them victory, which in practice means seeking reassurance that they themselves are in the right, and that their enemies are in the wrong, and that it’s OK therefore to depersonalise them and, if necessary, kill them.

This sounds or may sound terribly cynical. So immediately I want to add that most of the time human beings do co-exist pretty well – we devise, and keep in good repair, all sorts of rules and laws and conventions and courtesies which enable us to live together without destructive conflict. And not only just coexist – we thrive from fruitful interaction with each other, and we fall and stay in love.

The challenges and difficulties for religions are to do with refusing to give their blessing to destructive conflict, and giving it only to laws and customs that are just, and only to relationships that are loving. Unfortunately, religions haven’t always managed this, to put it mildly. But they have to try.

What they need, to use an old word, is discernment – the capacity to see reality without wishful thinking and without seeking personal advantage. In the melodramatic imagery of earlier times, it’s the capacity to tell the difference – discern the difference – between the voice of God on the one hand and the voice of the devil doing a brilliant impersonation of God on the other.

Robin Richardson

4 RE Today© 2011 RE Today ServicesPermission is granted to photocopy this page for use in classroom activities in schools that have purchased this publication.

Questions of identity and diversity in the UK Use the interview with Robin Richardson (pp.2–3) to prompt your own careful thinking about identity and diversity.

In pairs, fill in the grid below:

a with ideas from Robin Richardson

b with your own ideas

Hopes Fears

Lessons from the past Challenges for the future

5RE Today

What does it mean to be a Christian, Humanist or Muslim in Britain today?

OutcomesStudents can demonstrate achievement at levels 3–5 in these activities if they can say yes to some of these ‘I can . . .’ statements

Level 3

Level 4

Level 5

Summary of learningThis section of the book presents six interviews, two each from a Christian, Humanist and Muslim family. The families all live in Leicestershire.

The interviewees are ordinary teenagers and their parents, for whom believing or not believing in particular things is a significant part of their lives, affecting many of their everyday decisions.

These interviews attempt to provide authentic materials to show that beliefs have an effect on the lives of teenagers and their parents living in Britain today.

Using the interviewsThe interviews themselves provide more material than the activities in these pages explore and will provide a resource for further work.

The activities in these pages are suited to students aged 11–13 and can be adapted up or down to suit individual or older students’ needs.

Through these pages the students will encounter questions about

• influence

• belief

• commitment

Students will also have the opportunity to consider how influence, belief and commitment are relevant in their own lives and the lives of those around them.

Description of achievement:

I can . . .

• identify what influences areligious person and a non-religious person

• identify what influences me

• make a link between a beliefheld by a Christian, Humanist or Muslim and how it might have an impact on the actions of that person.

• use accurate vocabulary todescribe Christian, Humanist and Muslim belief

• apply the idea of influences totwo people with different beliefs, showing that I understand the impact of belief in their lives.

• explain three differences andthree similarities between how a Humanist and either a Muslim or a Christian might choose to live their lives

• express my own views aboutwhat influences me in my opinions and behaviour and what influences either a Christian, Humanist or Muslim

• explain how I might live myown life in similar/different ways.

ResourcesThe Humanist interview and extended versions of the Muslim and Christian interviews are available for subscribers of RE Today to download from the website.

There is a huge database of student responses to questions of belief on the NATRE database, Children Talking. See www.natre.org.uk/db

Further interviews with young people from eight religions can be found in Faiths in Britain Today: Voices from Within, ed. Rosemary Rivett (RE Today, 2004), along with teaching activities and resources.

See http://shop.retoday.org.ukW

7© 2011 RE Today ServicesPermission is granted to photocopy this page for use in classroom activities in schools that have purchased this publication.RE Today

Seema Ahmad: Muslim motherWhat are your religious beliefs?I am a Muslim and I believe in one God, the creator of all living things and the universe. I believe that this life is a test and that we will be accountable for our actions and the intentions behind them. I believe there is an eternal afterlife and the state we will be in there depends on the way we live our life on earth.

How do your beliefs affect how you live your life?My beliefs affect every aspect of my life as I try to be the best person I can be. The Qur’an and the Sunnah are a guide for how to live a good life. My goal is to please God in everything I do. God is pleased . . . by [our] practising the rituals of prayer, fasting, giving charity, etc, but all these things are of no value unless they make us better people.

What would you be prepared to really stand up for? Have you ever had to do this?I would be prepared to stand up for the truth to be known and for justice. I would also stand up to help break down misconceptions about Islam and increase understanding between people. I have been on demonstrations to raise awareness of the plight of the Palestinian people, most recently against the Gaza bombings where so many women and children were killed. My family went to London to join the march against the Government cuts which are putting so many ordinary people in great difficulty. I have taken my children to the local park in Ramadan to an event to share our food and break our fast with the homeless. It is important to lead by example and not just talk about the duties of a Muslim to care for others.

What differences have you noticed between how you practise your beliefs and how your children practise?I made a conscious decision to choose Islam and feel passionate about my religion. I feel no hesitation in speaking publicly about my faith even in circumstances others may find a little daunting. Although the children practise Islam by praying, fasting, eating halal, etc, they are not ready to speak publicly about their faith but are comfortable to speak with peers. They go to school and face their peers when there has been a negative programme about Islam. This can test their beliefs when they are put in a situation where they have to defend it, so in some ways they have a tougher time than parents.

How do you think belief is treated in Britain today?Generally, religious conviction is not respected in this country. Being atheist seems to be regarded as the norm or default position. It is very difficult to bring God into anything except a selected audience. However, when I deal with people on an individual level I feel there is a respect for my beliefs. This leads me to think that human interaction is essential to break down misconceptions and stereotypes of each other.

Ismail Murad: Muslim son, age 15What are your religious beliefs?I believe in one God, Allah, and that Muhammad, peace be upon him, is the last messenger of Allah. I believe we are all given this one life, then we will be judged for our actions on the Day of Judgement. I also believe in the eternal afterlife.

How do your beliefs affect how you live your life?Everything I do is affected by my beliefs. I try to remember Allah through every action since he has given me everything I have in my life. Even going to the shop to buy something is affected by my beliefs. For example, in Tesco I would not go to the meat section as the meat is not halal, I would also not go to the alcohol section as it is forbidden.

What would you be prepared to really stand up for? Have you ever had to do this?I would be prepared to stand up for my faith. I do not like it when people say derogatory things about Islam and Muslims. There are so many negative words and phrases that have been coined by the media or are used as insults to Muslims such as, ‘Bin Laden’, ‘Taliban’, ‘terrorist’.

I think it is important for people to see what Islam is really about. I have helped to fundraise for institutions that try to raise awareness and understanding of Islam amongst Muslims and non-Muslims. Knowledge and awareness can help to change people’s negative views and misconceptions about Islam.

What differences have you noticed between how you practise your beliefs and how your parents practise?When I was younger, I would sometimes miss my prayers but my parents did not force me to pray. As I have got older, I have developed a better awareness of Allah and realise that I am accountable for my actions. I think my practice of Islam is similar to my parents as we all follow the basic beliefs of Islam. My parents give public speeches about Islam and are also very active in the community, which are things I do not do.

How do you think belief is treated in Britain today?I do not think belief is valued at all in Britain today. There is too much fear and misunderstanding regarding religion in this country and I think this has led a lot of people to atheism. Atheists do not have limits and boundaries and can do what they like. This means they can change what they think at any time. It is not like a religion.

This is supposed to be a Christian country but there is no respect even for Christians. The name of Jesus is taken in vain and used as a curse by so many people on a daily basis. There is not much respect for belief in Britain, having a faith is seen as backwards. This concept needs to change in society. All the major religions are founded on good principles so I think we should encourage people to have a religion which would probably make people a lot nicer.

10 RE Today

Digging deeper

Not influential at all

Top 3influences

4 important influences

5 minor influences

Activity 4 What influences Ben, Sophie and Ismail? What influences you in your life?What does the word influence mean? Construct a definition with your students, e.g. the way people, beliefs and ideas make a difference to what we think and do.

Discuss the interviews with the students:

Can they identify different things that influence the belief, behaviour and decisions made by each of the interviewees?

Make a list of influences, e.g. God, Golden Rule, rational argument, Qur’an.

Add to the list some more things that might influence the decisions of young people today, e.g. peer pressure, parental opinion.

Agree a list of 12–15 influences and write them onto individual cards. In pairs, choose one of the interviewees to work on.

Arrange the influence cards onto a zones-of-influence board, showing what they think would influence them most. Any cards that will not influence the person at all should be placed outside of the zone board. The more influential things should be placed closest to the centre and the least influential should be placed near the outside of the circle.

Each pair should meet up with another pair who have looked at a different interviewee. Identify three similarities and two differences.Now ask students to rearrange the cards to show what influences them. Do they arrange them in the same way as their partners? Why? Why not?

Activity 5 Holding beliefs: what challenges does it bring?Remind the students of the influences that they identified for each of the interviewees. Identify three similarities and one difference between the parents and their teenage children.

Ask the students to identify a list of at least four things that the interviewees would stand up for. Are there any that they think all of them would stand up for?

In pairs read the scenarios on p.11. Choose three interviewees to answer for and fill in responses to the questions at the top of the page.

Ask students to fill in the final box for themselves. Talk about their responses.

Activity 6 Responding for myselfAsk the students to answer the interview questions for themselves. Make sure that it is clear that they do not need to be able to designate themselves as belonging to a particular religion to do this.

Higher-level responses to this will be able to compare students’ own views with some of the interview answers studied.

You might ask the students to choose a parent or grandparent to interview using these questions.

This could lead on to a more detailed exploration of the beliefs represented in the class and result in some display work on identity and diversity in your school.

© 2011 RE Today ServicesPermission is granted to photocopy this page for use in classroom activities in schools that have purchased this publication.