Religious education and hermeneutics: the case of teaching about Islam

Farid Panjwani, Lynn Revell

Research output: Contribution to journalArticlepeer-review

18 Citations (Scopus)


This article attempts to do three things: the first is an exploration of the ways in which Islam is presented in an essentialist way (with a focus on religious education (RE) in England and Wales), leading to stereotypes and unsubstantiated generalisations that are then embedded in resources and agreed syllabi, secondly, it provides a critique of essentialism, and finally a case is made for the role of hermeneutics in the teaching and learning of Islam. We argue that a hermeneutical approach is a sound way to both conceptualise the phenomenon of Islam and a pedagogical opening to make sense of it, that may help overcome some of the weaknesses of the current ways of teaching about Islam.

Original languageEnglish
Pages (from-to)268-276
Number of pages9
JournalBritish Journal of Religious Education
Issue number3
Publication statusPublished - 2 Sept 2018
Externally publishedYes


  • Hermeneutics
  • Islam
  • Muslims
  • diversity
  • essentialism
  • stereotypes


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