Teachers’ Voices: An Investigation Into Secondary School Teachers’ Experiences Of The Living Difference Agreed Syllabus

Abstract

This thesis examines the experiences of a range of teachers in and around an urban city in the South of England with regard to the ‘Living Difference’ agreed syllabus. Based upon a constructivist pedagogical point of view, it provides a conceptually based methodology claiming to improve standards of religious education. Due to a limited amount of research and literature, this investigation sought to expand the body of literature by adding the ‘voices’ of a wide range of
opinions from practising teachers of religious education. The research took the form of semistructured interviews and analysis of planning materials.
The main findings suggest that the majority of participants follow the document in a limited way and adapt the syllabus to meet their individual needs. Moreover, there is a limited knowledge of the pedagogical basis of the document. The qualitative data supports the argument that due to a variety of factors, including time restraints, external pressures, and teachers requesting more emphasis on ‘knowledge’, Living Difference has been limited in fulfilling its potential.

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