Cultural capital and the potential of RE: insider perspectives from trainee teachers

Mogra, Imran (2025) Cultural capital and the potential of RE: insider perspectives from trainee teachers. Journal of Beliefs & Values. ISSN 1361-7672

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Abstract

In England, the concept of cultural capital (CC) has been introduced to educational discourse by including it in the frameworks of Ofsted, the body responsible for monitoring the quality of education and social care. To increase the CC of all children, schools are now expected to ensure their curriculum on offer is ambitious and consists of essential knowledge that introduces pupils to the best that has been thought and said and that engenders an appreciation of human creativity and achievement. This research reports the views of trainee primary teachers about the link between CC and RE. One hundred and fifty-seven trainees from a university in the West Midlands, England completed a questionnaire to select activities they perceived as contributing to CC through RE. Some also participated in discursive engagements during taught sessions. Overall, those activities which are perceived to be specifically RE orientated have been selected by more trainees than the generic activities in increasing CC. The article argues that RE has potential of making a valuable contribution to increasing pupils’ CC.

Item Type:	Article
Identification Number:	10.1080/13617672.2025.2501814
Dates:	Date Event 29 April 2025 Accepted 26 May 2025 Published Online
Uncontrolled Keywords:	religious education, cultural capital, primary, pedagogy
Subjects:	CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-01 - education CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-02 - teacher training
Divisions:	Faculty of Health, Education and Life Sciences > College of Education and Social Work
Depositing User:	Gemma Tonks
Date Deposited:	10 Jun 2025 10:25
Last Modified:	10 Jun 2025 10:25
URI:	https://www.open-access.bcu.ac.uk/id/eprint/16415

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