Always under pressure

Now condemned, the latest incidents of church burning in Pakistan are indicative of a continuing deeper pressure Christian communities face.

Belle Tindall

Belle is the staff writer at Seen & Unseen and co-host of its Re-enchanting podcast.

A crowd of people inspect fire damaged debris outside a burnt-out church.

The aftermath of a mob attack that burnt-out a church in Jaranwala, Pakistan.

Tearfund.

The pressure is once again rising for the four million Christians living in Pakistan.

Earlier this month a crowd of thousands angrily descended upon the city of Jaranwala in North-Eastern Punjab, an area with a notably high population of Christian residents. The mob set fire to (at least) four churches, burned Bibles in the streets, vandalised a cemetery, and looted numerous homes believed to be owned by Christian families. Social media and news outlets are brimming with videos of these attacks taking place in broad daylight; people can be heard cheering and chanting as churches are set alight, while police officers seemingly stand by and watch the chaos unfold.

These attacks were triggered by allegations that two Christians in Jaranwala had set fire to a Qur’an, thus breaking Pakistan’s strict blasphemy laws and insulting Islam. There is little evidence to suggest that this crime was committed by Christians, only that burnt and vandalised pages of the Qur’an were found scattered near this Christian community. Although the allegations therefore remain heavily disputed, the consequences that the Christian community have suffered have been severe.

Despite this being one of the most destructive incidents in the country’s history, there are thankfully no reports of injuries or fatalities, as it is reported that the Christian residents were forewarned and therefore able to evacuate their homes in time. Nevertheless, the damage done to the community in Jaranwala is profound. Both Christians and Muslims alike have widely and vehemently condemned the violence directed at the Christian community in Pakistan, with Muslim leaders refusing to allow such violence to be carried out in the name of Islam.

The depths of distress

The Right Reverend Azad Marshall, Bishop of a neighbouring city, has responded, stating that the Christian community throughout Pakistan are ‘traumatised’, ‘deeply pained’ and ‘distressed’. Bishop Azas has therefore called for ‘justice and action’ and an assurance that ‘our (Christian) lives are valuable in our own homeland’. Bishop Azad’s words imply that, perhaps unsurprisingly, the pain and devastation caused to the Christian community is multifaceted.

The first layer of distress is the most obvious: the practical implications of these attacks continue to face this community and are a source of ongoing distress. Whole families are sleeping on the streets, their homes no longer safe, surrounded by the rubble of their beloved churches and the ash of their burnt Bibles. In response to the mass destruction, over one hundred men who are thought to have been involved in carrying out and/or inciting the riots have been arrested and detained. What’s more, the Pakistani government have handed out $6,800 as compensation to each Christian household affected, this is reported to be over one hundred Christian families in total.

And yet, the words pouring out from Christians in Pakistan, so often echoing the words of Bishop Azad, speak of another level of pain and distress. This pain is pertaining to the lack of safety and value they experience in their own home as a result of their Christian identity. Such damage is not so easily compensated.

Continual and extreme persecution

Pakistan is a majority Muslim country, with the four million Christians making up just 1.9 per cent of the population. According to the charity Open Doors, which monitors such incidents and who have placed Pakistan in eighth place on their World Watch List, the persecution that Christians face as a minority people group in the country is both continual and extreme. As well as the one-off incidents, such as the deadly attack of a church in 2017, which killed at least nine individuals, Christians in the country are subject to ‘a silent epidemic of kidnappings, forced marriages and forced conversion of Christian girls and women’.

The Prime Minister has attempted to quell the deepest fears being vocalised by Pakistani Christians by vowing that his government will work to ensure their safety as a minority group. However, what is being highlighted in Pakistan is how a Christian identity can place on in the epicentre of political tension. We’re reminded once again that religious persecution can, and does, ensure that people feel unsafe and undervalued, unwelcome in their home countries. What is it like to live under the pressure of political extremists stirring up hatred toward you as a result of your beliefs? What must it feel like to feel such a tension in the country you call home? This is a daily reality for not only the 2 million Christians living in Pakistan, but the 360 million Christians who are living in persecution worldwide.

Article

Comment

Education

15 May 2023

5 min read

Why the RE teacher recruitment crisis is a problem

In the week that over a quarter of a million young people sit their GCSE Religious Studies exam, Paul Smalley analyses the crisis in religious education -demand for which is rising.

Paul Smalley

Paul Smalley is a Senior Lecturer in Religious Education at Edge Hill University and a Local Missional Leader in the Diocese of Liverpool.

Credit: Get Teaching

I could have laughed at Nick Gibb, the Minister of State for Education recently – but unfortunately, I don’t think he was trying to be funny. What caused my outburst of hilarity was a written answer he had given to a parliamentary question. The question had been asked by Catherine West, a shadow minister, and was enquiring about what steps the government was taking to ensure that recruitment targets for religious education teachers are met. As the daughter of a headmaster and a practising Quaker, it seems reasonable that she might take an interest in such matters; she is clearly aware of the recruitment crisis that is threatening the teaching of the subject in schools up and down the country. This awareness seemed to be lacking in the Minister of State’s response.

The first part of his answer was to report that the number of teachers remains high. And of course, he is correct – the number of Full Time Equivalent Teachers in England has remained fairly steady at around half a million for the last few years. What he didn’t mention is that there are over a quarter of a million more pupils now than there were five years ago. The pupil to teacher ratios in secondary schools has risen each year since 2013. Every teacher needs to teach more pupils. Last year the recruitment target for teachers was missed by some way and will be only slightly better this year.

Gibb’s answer was designed to suggest that there was no problem, nothing to worry about – when in fact there is a crisis.

But the question was about RE teachers specifically. And again, Nick Gibb chose his answer carefully, choosing the one year (2020/21) in the last ten when the recruitment target for RE teachers was exceeded – the year that the target was substantially reduced. In 2022/23 the recruitment target was missed by 25 per cent. On average between 10 and 12 per cent of RE teachers who train leave the profession within five years of training. This is higher than the average across all subjects.

Gibb’s answer was designed to suggest that there was no problem, nothing to worry about – when in fact there is a crisis. Teacher recruitment for all subjects is down 22 per cent from last year. However, RE stands out, being down a third of applicants from the last recruitment cycle.

Students often describe it as the one time in school where they can think independently about the people, events and beliefs in the world around them.

Why does it matter if there aren’t enough RE teachers?

Religious Education is the only subject which every state school must provide for all of its pupils. It has been this way since 1944 – but the subject has changed beyond recognition in that time.

It is a popular and increasingly important subject for our young people to study. Over the last five years entries to the GCSE have stood at around an average of 250,000 with entries to the full course GCSE rising by 30 per cent over the last decade. It is a subject which helps young people navigate the complex and dynamic nature of our multi religious, multi secular world. It has never been more important, recognised by wider society as vital for preparing students for life in global Britain.

Students often describe it as the one time in school where they can think independently about the people, events and beliefs in the world around them. It is a space where ultimate questions are discussed. Big questions such as: ‘Why do people suffer?’, ‘Is death the end?’, and ‘How should we behave in the world?’. In an increasingly secular world, young people need a space where they can explore these questions, gain insight into how Christians, members of other faiths and non-religious people respond to these issues and develop their own understanding of their place in the universe.

I wouldn’t go as far as some in saying that RE is an opportunity to de-indoctrinate young people against a prevailing secularising agenda, but RE is a curricular space where pupils can come to realise, that whatever their own personal background, someone’s belief or worldview, shapes and influences how they engage with and interpret the world around them. For some people these beliefs are fundamental; there is no place of neutrality on such matters – nobody stands nowhere. Pete Greig reminds us (in the book How to Pray: A Simple Guide for Normal People) that even those who state that they are not religious will often pray: there is a spiritual side to life, even if people fail to explicitly recognise it. If children are growing up in non-religious households, school may be the only place where spiritual matters are discussed openly and objectively.

High school pupils are now three times more likely to be taught RE by someone with no qualification in the subject than, for example, in history.

Teaching young people is a demanding job, and as someone who has been training people to teach RE in high schools since 2006, I know that teaching RE demands a particular skill-set. RE is multi-disciplinary, so it requires a teacher who understands how to think like a theologian, and a historian, a philosopher and a social scientist. It requires academic skills such as ethnography and literary analysis, but also the people skills to act impartially, empathetically and sensitively when discussing important and controversial issues. And all that on top of the skills required of any teacher – to manage behaviour, plan lessons and monitor progress for example.

However, such is the level of crisis that all too often RE is being taught by non-specialists, simply because there are not enough trained RE teachers. High school pupils are now three times more likely to be taught RE by someone with no qualification in the subject than, for example, in history. Of those who teach RE in secondary schools over half spend most of their time teaching another subject (compared to only 13 per cent of those who teach English and 27 per cent of those who teach Geography). These same pressures contribute to many schools’ RE provision simply not being good enough.

What can be done?

The first step for the government to take is to acknowledge that there is a problem – with teacher recruitment across the board. The teaching profession as a whole needs a boost – to show that teaching is an attractive career. Significant workload reductions and pay increases will help this perception.

But there is a specific problem with RE recruitment. Postgraduate teacher training attracts a bursary to teach Geography of £25,000. RE trainees receive no bursary. I have heard of well qualified humanities or social science graduates who have chosen Geography over RE simply because of this. In years when there has been a bursary available to train as an RE teacher, then recruitment has risen significantly.

But what might really make a difference is a properly funded National Plan for RE to ensure it is properly resourced and taught by professionally trained teachers.

For more information about becoming an RE teacher or supporting the campaign, visit: Teacher Recruitment - Culham St Gabriel's (cstg.org.uk)