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Race
4 min read

In search of Martin Luther King

Wanting to put flesh on the bones of a much-fabled tale, Ian Hamlin begins a journey in search of his hero.

Ian Hamlin has been the minister of a Baptist church since 1994. He previously worked in financial services.

A street mural of Martin Luther King quoting him.
An MLK commemorative mura.

Stories define us. Especially genesis stories, stories of formation, of how things began.  Because beginnings often harbour within them all the seeds of future growth, defining so much of what’s to come, size, shape, colour, character even, and, what’s true of the natural world, is also, so often, true for our own life journeys. 

As I embark upon a particular journey, in many ways the centrepiece of my three-month sabbatical break from my life in Christian ministry, I find myself reflecting on a bigger, longer, greater journey that has, consciously and unconsciously, shaped a good deal of that whole life. 

I’m writing these words on a train, from Boston, Massachusetts to Washington DC, eight hours through a variety of weather, landscapes, and a whole variety of provincial, and city stations, some of them famous, others vaguely familiar, still more completely unknown.  I’m off in search of flesh on the bones of a story, a much-fabled tale, of a man and his life.   

I came across a book, a thin tome and looking pretty sorry for itself, clearly already well thumbed.  I started to read it and quickly became transfixed. 

But first, more of mine. I grew up, the youngest of four children, in a pretty traditional working-class family in Bristol that, by virtue, of my parents owning their own home and my two older brothers having gone to university at the end of the 60’s, now found itself, contrasted starkly with all of my Aunties and Uncles, knocking on the door of middle-class comfort.   

By the early 80’s however, as I was preparing to leave school, that all looked, and felt, a little different. Not having acquired sufficient spiritual credits to attend the city’s church school, and with my brother’s academies having long since migrated to the private sector, I’d meandered my way through the local comprehensive, with enough wisdom to avoid most of the outcomes for which it was renowned, but not enough application to really supersede them all. What I did learn though, was a strong sense of justice, together with a certain perplexity as to why this wasn’t more universally shared and even, in some cases its absence appearing to be celebrated.   

In our playing fields and its environs there was a pretty regular flow of what today would be called ‘racially aggravated incidents’. I vividly recall one boy in my year having his legs nastily broken. What I also remember though, was the daily ritual of being handed a National Front promotional leaflet at the school gate. Difference begetting antagonism, spawning violence and demanding retribution, seemed to be the story, I hated it, and instinctively railed against it.        

My response was hardly dynamic or revolutionary. I think I went on a march or two, I remember buying a mug once, yes, I was that sort of kid, oh, and I put a poster on my wall. Again, a fairly generic image, probably bought from Athena, of a man, half a generation older than me and a whole world away. A man, on a platform, speaking, and some of the words he spoke, super-imposed over the top of him, ‘I have a dream …’   

A short while later, at a friend’s house, I came across a book, a thin tome and looking pretty sorry for itself, clearly already well thumbed.  I started to read it and quickly became transfixed, it was more speeches from this same man, yet these were different, they spoke more about motivation than outcomes, about the passionate ‘Why’ of action, more than the ‘How’ of achieving meaningful change. It was ‘Strength to Love’, a book or sermons for, I discovered this man was not a politician but a preacher.  

To cut a long story short, this encounter, these thoughts, along with a few others, caused me to translate my hitherto rather semi-detached relationship with my local Baptist Church into something more committed. Within eight years I was in London, training for ministry, and I‘ve now been in Church leadership for 30 years.  

For stories, rooted in truth, throw a spotlight on those lived, core beliefs, out of which glorious, effective, fulfilled lives develop. 

And so, our stories intertwine, mine and Martin Luther King’s, oddly, unexpectedly, yet profoundly, and so I find myself on a train, to DC, and then on to Atlanta, Montgomery, Birmingham, to dig more into his story, to discover more of my own.     

Because stories not only define us, they fuel us. Idealism is all well and good, but where does it come from, and how might it be sustained? Inspiration, is often illusive, a fiery necessity for a purposeful effective life, in any sphere, but it needs a source, something in which to be rooted.  A craving for justice, an attraction towards generous love, a passion for human fulfilment, and a whole host of other things, all seem like good and obvious things, in and of themselves, but why? And, given they are frequently costly and hard fought, from where might the motivation come to make the necessary sacrifices?  Martin Luther King did what he did because he believed what he believed, given that, it seemed obvious, inevitable, for him to act, whatever the cost. The Apostle Paul encouraged the first generation of Christian believers, living challenging lives at the heart of the empire, in Rome, to tell stories; ‘How can they hear unless someone tells them?’ he reasoned, and then, with a flourish, ‘How beautiful are the feet of those who bring good news!’ 

It seems we need preachers, storytellers, more than we do politicians.  For stories, rooted in truth, throw a spotlight on those lived, core beliefs, out of which glorious, effective, fulfilled lives develop.  With that knowledge in mind, I’m off on my journey, to experience tales, old and new, and see what they do to me, I’ll let you know what I discover.  

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

Students sit in a classroom.
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)