Reflecting upon 10 years of teaching RE and trying to identify the unique challenges of the role was much harder than I initially thought it would be. It seemed that for every challenge that came to mind, equivalents or similarities in other subject specialisms quickly became apparent. This has caused me to question whether there are any entirely unique challenges that are universal among RE teachers. Perhaps in the difficulties and challenges we face, we have more in common with colleagues from other specialisms than we often imagine? However, one aspect of the job did stand out and even if it is not entirely unique to RE, it seems that the RE classroom is the place where is becomes most apparent.
I know I am not alone or even a minority among RE colleagues when I recount having to teach a topic about abortion to a class where are least one student has recently had or considered having an abortion or euthanasia to a class within which two or three students will have friends or relatives who are terminally ill or severely disabled. Many of us frequently cover beliefs about life after death in a class which includes recently bereaved students. It is likely that we have lead studies in beliefs about gay marriage and why homosexuality is seen by some religious people to be sinful, in a class where we know there are people struggling with their sexuality and those who are openly homosexual. The feeling of apprehension and the need for skilfully facilitated classroom discussions surrounding sensitive issues, that for some of our students are everyday reality, is one which I expect the majority of RE teachers are familiar with. I can not recall in the last 10 years a single class that has not included students who have found at least a part of the syllabus emotionally difficult because of their personal circumstances and I am constantly amazed at their resilience and ability to carry on their education in spite of what some of them experience as their 'normal'. Although consideration of the way in which a topic can emotionally effect students may not be entirely unique to RE what is unique is the frequency and extent to which this occurs before even considering the implications for students spiritual well being when the topic material causes them to question their personal faith in some way.
To teach such topics in such a way that expends care and compassion to those student you are mindful of, and those you don't know about, without curtailing opportunities for questioning and without simply presenting a shallow factual account is a significant challenge for any RE teacher. However, challenging as it is, I wouldn't have it any other way. Yes, the questions and contributions I get from my students are challenging on many levels, but I welcome them because I know that in my classroom students have a place to voice feelings and opinions, wrestle with questions that don't have set answers and in doing so, hopefully, become young people who are able to form their own reasoned arguments rather than regurgitating what others have told them. I doubt I will ever see a year go by when there are not students in my room who are deeply affected by difficult and troubling circumstances relating to the topics we discuss, but I am comforted by the knowledge that the RE classroom is a place where it is safe for students to engage with such issues and experiences. I am saddened yet privileged when students confide in me about some of the difficult experiences they have had in their life and even more so when they use our lessons as an opportunity to talk openly about their experiences, because it means that they have at least one safe place in their life where they can do so; somewhere they feel accepted and valued enough to take the risk of sharing with others what they have and are experiencing. I am sure that RE colleagues could highlight many more of the unique challenges we face, but for me this challenge is the one which most readily comes to mind. The life of an RE teacher is undoubtedly a challenging one but it is one that I wouldn't swap for anything else simply because the challenges are what makes the job distinctive and in that I find the value, joy and privilege of what is to me, not only a job but also my vocation.
This post is part of #BlogSyncRE. Read other contributions at www.BlogSyncRE.org.uk
