Faith-Sensitive RSE in Areas of Low Religious Observance: Really?

Autor/inn/en	Sell, Jo; Reiss, Michael J.
Titel	Faith-Sensitive RSE in Areas of Low Religious Observance: Really?
Quelle	In: Sex Education: Sexuality, Society and Learning, 22 (2022) 1, S.52-67 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sell, Jo) ORCID (Reiss, Michael J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1811
DOI	10.1080/14681811.2020.1835634
Schlagwörter	Religion; Religious Factors; Sex Education; Sexuality; Interpersonal Relationship; Beliefs; Student Attitudes; Moral Values; Social Values; Institutional Characteristics; Teaching Methods; Foreign Countries; Constructivism (Learning); Grounded Theory; Christianity; Secondary School Students; Rural Schools; Urban Schools; United Kingdom (England) + Suchen Sie Ihr Suchwort? Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Sexualität; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Belief; Glaube; Schülerverhalten; Moral value; Ethischer Wert; Sozialer Wert; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Christentum; Sekundarschüler; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt
Abstract	It is widely agreed that Relationships and Sex Education (RSE) needs to take account of cultural and religious considerations and this principle is reflected in current government advice in England. At the same time, and for a number of reasons, many of those who teach RSE in schools find it difficult to take account of religious considerations, for example because they are unsure how to handle the views of students when these are strongly influenced by religious values. In this article, we report on fieldwork undertaken with school students in England including in one school that was characterised by low religious observance. Our key finding troubles the notion that students who identify as agnostic or atheistic are unsympathetic to religious considerations. We found that the large majority of students for whom religion was not personally important nevertheless saw great value in what we term 'faith-sensitive RSE'. This has implications for how RSE might be taught in schools where there is a diversity of students, in regards to the importance they attach to religion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01