Why are we Waiting? Research, Policy and Practice in Recruiting and Supporting Same Gender Couples in Child Adoption

The adoption process is renowned for its difficulties, however gay and lesbian couples face unique, additional challenges when choosing parenthood through adoption. The Adoption and Children’s Act (2002), Equality Act (2006) and the Sexual Orientation Regulations act (2007) are some of the recent policy changes aimed at ‘smoothing out’ the adoption process for same-gender couples (Cosis-Brown & Kershaw, 2008). Resultantly, there appear to be more cases of gay adoption than ever before (Equality Britain, 2005), however, anecdotal evidence suggests that across the UK the practice of recruiting and supporting gay and lesbian adopters is inconsistent. Whilst some local authorities encourage and emphasise the importance of stability and high quality care for vulnerable looked after children regardless of parental sexuality (Mallon, 2007); yet case studies of gay and lesbian couples seeking adoption demonstrate the unique challenges they encounter in the adoption process because of religious views (Hicks, 2005) or the attitudes towards same gender parenting of adoption panels and social workers within an unspoken hierarchy (Ahmed, 2008; Dennis, 2006). Government’s drive towards adoption (Unwin and Misca, 2013) of children in care as a favoured alternative should lead to recognition of same-gender couples as an under-utilised resource of potential adopters to be used in the best interest of the children who are looked after. The poster will present the results of research undertaken by the authors during 2012-13 highlighting how research on same-gender parenthood over the past decades has influenced the recent developments in the adoption policy and practice in the UK and worldwide. The poster will identify areas of potential barriers encountered in translating these policy changes in the current practice of adoption with a particular focus on professionals’ attitudes towards same-gender couples as potential adopters.

Prospects and Problems for Religious Education in England, 1967-1970: Curriculum Reform in Political Context

This article provides an historical case study of an abortive attempt to revise policy and legislation relating to Religious Education (RE) in English schools in the late 1960s and early 1970s. Drawing upon published sources, including parliamentary debates, as well as previously unutilised national archival sources from the Department of Education and Science, it comments upon events which have hitherto been omitted from the historiography of RE, but which help to contextualise significant changes in RE theory and practice at that time. Moreover, it demonstrates that the current parlous state of RE in schools is in part the result of latent and longstanding issues and problems, rather than a consequence of present-day government policy alone. Therefore, in reviewing and developing RE policies and practices, all stakeholders are urged to look more closely at both changes and continuities in the subject’s past and the contexts in which they occurred.

Enriching the Historiography of Religious Education: Insights from Oral Life History

This article seeks to exemplify the extent to which oral life history research can enrich existing historiographies of English Religious Education (RE). Findings are reported from interviews undertaken with a sample of key informants involved in designing and/or implementing significant curriculum changes in RE in the 1960s and 1970s. The interviews provided insights into personal narratives and biographies that have been marginal to, or excluded from, the historical record. Thematic analysis of the oral life histories opened a window into the world of RE, specifically in relation to professional identity and practice, curriculum development, and professional organizations, thereby exposing the operational dynamics of RE at an (inter-)personal and organizational level. The findings are framed by a series of methodological reflections. Overall, oral life histories are shown to be capable of revealing that which was previously hidden and which can be confirmed and contrasted with knowledge gleaned from primary documentary sources.

Religious Education and Freedom of Religion and Belief

What opportunities and challenges are presented to religious education across the globe by the basic human right of freedom of religion and belief? To what extent does religious education facilitate or inhibit ‘freedom of religion’ in schools? What contribution can religious education make to freedom in the modern world? This volume provides answers to these and related questions by drawing together a selection of the papers delivered at the seventeenth session of the International Seminar on Religious Education and Values held in Ottawa in 2010. These reflections from international scholars, drawing upon historical, theoretical and empirical perspectives, provide insights into the development of religious education in a range of national contexts, from Europe to Canada and South Africa, as well as illuminating possible future directions for the subject.