Vice President Education

Culture Club: School Inclusivity Row

The decision of Parkfield School in Birmingham to suspend education on LGBT rights is a blow to secular society and a victory for theocracy. It comes after 600 Muslim students were withdrawn by their parents, 400 of whom signed a petition calling for an end to lessons on inclusivity and tolerance. Though the school’s decision is depressing, the dwindling numbers of students make it understandable. It does, however, raise questions about the place of faith in state-funded education. Though some apologists have tried to reframe the issue as one of the Parkfield children simply being too young, rather than of faith-based intolerance, any number of interviews with the parents belies this beyond reasonable doubt. Moreover, primary school is exactly when values of tolerance ought to be instilled, if we want our increasingly diverse society to continue coexisting with a degree of harmony. The purpose of an education is not to reinforce the ignorance of parents at the cost of the taxpayer. Sometimes, the role of education is to break the cycle and to prevent bigotry from becoming hereditary. Beyond the morality of it, it is indisputable that the ability to accept homosexuality, or any other sexuality for that matter, is a useful capacity to have in modern Britain.

Primary school is exactly when values of tolerance ought to be instilled

This is not indoctrination – as one sign at a Parkfield protest claimed – but the development of a skill set now as necessary to thrive in today’s society as computer competence. The sign in question read “education not indoctrination”. Perhaps Parkfield could provide extra-curricular classes on irony. Education – not indoctrination – is precisely what the school was offering before these parents withdrew their children. Though you have every right to raise your children in accordance with your values, your values must be challenged if they are harmful to your children and society at large. State education should raise a generation that can coexist and propel the country forward. But although this expression of religious bigotry in Birmingham is an affront to liberal enlightenment values, this kind of cultural isolationism, coupled with the blind aggrandizement of dogma, has been tolerated and even encouraged by successive Labour and Tory governments, in the form of faith schools. About 37% of primary schools, and 19% of secondaries in England fall under this category. The proponents of religiously selective schools are – if you’ll excuse me – a broad church. What unites them is dogma, from the dogma of small state and privatization to the dogma of religious superiority.

In such a diverse country, when the world is becoming ever more entwined, one’s understanding of religious and cultural nuance is of extreme importance

Faith schools have to adhere to the state curriculum, ‘only’ deviating in religious education. In such a diverse country, when the world is becoming ever more entwined, one’s understanding of religious and cultural nuance is of extreme importance. Admitting it is inexcusable. To teach children that only one religion or ideology pertains to real truth appears to be indoctrination in its purest form. Such a school may produce a fantastic mathematician, but if their world view is riddled with divinely imparted intolerance, hatred and misunderstanding, they are of little use to society. Indeed, they may even be a danger. Letting faith-schools select students based on religious criteria illustrates the pedestal that faith is so often placed upon. What other ideology would we allow to do this? Would we tolerate schools that only admit the children of Tory voters? Maybe the Department of Education should begin promoting schools that specifically exclude certain religions? Patently, this would not be accepted, and for good reason. Yet these inconsistencies violate the basic principles of a liberal society.

This is by no means a uniquely Muslim problem. A multi-cultural society means a society constructed of many cultures. If religious parents of any denomination are allowed to raise their children in cultural isolation, society ceases to be. It is neither possible nor desirable for the state to challenge the hateful, supremacist ideas that many religious parents pass onto their children inside of the home. Be that homophobia, misogyny, or the lethal concept of blasphemy. Because of this, it is absolutely essential that it is challenged by the education system. It is time to stop pretending that this is just a matter of opinion, a cultural misunderstanding. Homosexuality is not unnatural; our understanding of the natural world proves this. If we wish to live in a dynamic society composed of different interlocutors, we cannot allow antiquated ideologies that preach hatred and disgust for the other to be baked into future generations with state support and funding. The events at Parkfield illustrate the increasingly brazen nature of theocracy in our society. It is our duty to oppose such dogma, and the use of our money to suborn it.

Sabb Debates: VP Education

The third day of sabb election week concluded with a debate between the three prospective candidates for VP Activities: Penny Dinh, Enes Baylar and Jack Hindson.

Hosted by Xpression FM’s Sophia Hartwell Graña, the debate kicked off with a whiteboard round. All candidates performed strongly when quizzed on the names of the academic colleges and the themes of the university’s new educational strategy. However, other questions proved more challenging: of the three candidates, only Penny Dinh could correctly identify the university’s Academic Dean for Students (Rob Freathy), whilst no candidate was able to correctly identify the number of Subject Councils (there are currently 36- Dinh was closest at a guess of 40, followed by Hindson at 31 and Baylar at 22).

As the debate moved on to broader questions, candidates were first asked to explain what the role of VP Education meant to them. Whilst Dinh and Hindson highlighted the importance of representing the student voice to university management, Baylar suggested that the role placed importance on negotiation and finding common ground.

Whilst Dinh and Hindson highlighted the importance of representing students to university management, Baylar suggested that the role placed importance on finding common ground.

Differences of opinion also arose when the question was posed as to how candidates plan on making education more accessible for students. Baylar answered first, emphasising the importance of recorded lectures for accessibility. When asked if this may decrease attendance, he suggested that this was not an issue, so long as students learnt course content eventually, whether at home or in lecture theatres. Dinh’s response was that education is not accessible for everyone, especially those wishing to progress onto postgraduate courses. As a solution, she suggested more digital resources and the introduction of inclusivity representatives in every college. Hindson however, suggested that the university is already doing a “very good job” of making education accessible, but again suggested that digital materials may be useful in this respect.

Dinh: education is not accessible for everyone

Hartwell Graña then moved on to question candidates individually about their manifestos. Dinh was asked how she would deliver her pledge of ‘decolonising the curriculum’, to which she replied that she would establish large-scale discussion and emphasise the contributions of people of colour to a variety of subjects.

Baylar was then questioned on his pledge to incorporate ‘international aspects’ into curriculums. He replied that doing so may help to encourage international students to the university, as per the university’s aims to increase the number of international students at Exeter to 25% of the total.

Baylar: ‘international aspects’ of the curriculum may encourage international students to the university.

The questions then moved to Hindson, who had increased his social media presence throughout the day following interviews with Xpression FM earlier that afternoon. His recently launched Facebook cover photo featured a cartoon, which, Hartwell Graña suggested, may perpetuate rumours that Hindson stands as a ‘joke candidate’. In response, Hindson said that VP Education was ‘too important a role to be taken humorously’, and said that this was a move from a campaign manager.

Hindson: VP Education is ‘too important a role to be taken humorously’

Diversity in education was an issue that recurred throughout the debate, as outgoing VP Welfare and Diversity, Rose Ahier, asked how the BAME attainment gap might be addressed. Dinh cited research that supported the idea that such a gap exists, whilst, Baylar said he was not already aware of the issue, but would endeavour to tackle it if elected, and Hindson commented that the reasons for the attainment gap needed to be greater understood.

The debate concluded with candidates providing their closing statements. Whilst Dinh highlighted that she is “very experienced in academic representation” and would hold the university to account, Baylar suggested that “it doesn’t matter who has better knowledge about how the Guild works”, but rather “who will be the best candidate to represent your views”. Hindson meanwhile concluded by promising to deliver “less beauracracy, more responsibility, and a Guild that actually trusts members”.

The perks of being an intern

The perks of being an intern

Feb 26, 2019 – by Emma Blackmore

I write this after sending, most likely, one of my last emails to my employer. A one-month paid internship, secured through the University, meant a new phone and a new LinkedIn connection. Vanity aside, an internship provided me with a plethora of opportunities that, in my view, supersedes the anxieties of sorting out any internship, whether that be paid or not. In the end, it’s an investment in your future.

Internships offer invaluable work experience. Having an internship, whether it be a summer long or a month long, provides you with a glimpse of working in a professional environment. Tailoring your own internship and making the most out of it determines the nature of its success. The more you invest in your internship and commit to it, the more skills and opportunities arrive. For me, working in an office made me realise how different working and higher education are. In my experience, professionals care more about your experience than your education. In addition, the skills I gained, such as responsibility and discipline, have proved beneficial for me and my CV.

Internships create better time-management skills. The phrase “time is money” is crucial here. Having an internship, especially during term-time, shows future employers that you can juggle your degree and employment and you may find that you treat your degree as more of a 9-5 job. For example, when you have tasks to complete in a limited time frame, it pushes you.

This pressure is different to the pressure of academia as you know you only have four hours to complete the task, whereas, technically, you could have the whole day, to read or write an essay.

Therefore, internships are beneficial to not only your CV but also your university career. Internships also further your network. Have you heard of the theory of ‘six degrees of separation’? This is the idea that everyone is six or fewer social connections away from each other. Networking is vital as it increases your exposure to information, opportunity and professional advice. Therefore, having an internship broadens your network. In fact, my internship not only provided me with professional writing advice but also video editing and graphic designing, which I think will be helpful later in my career.

Internships help you stand out in the cut-throat graduate competition. Not many employers recruit graduates without any experience in the field and an internship can be your way in. The hours of your internship can go towards the Exeter Award, which is an employability achievement award for students. The Exeter Award – and subsequent internships – could differentiate you from the competition because it shows you are being proactive and making the most out of your resources. The whole internship experience may also lead to you discovering that the particular career choice is not for you.

To be paid or not to be paid? That is a difficult question, and one that doesn’t always end up being answered the way you wish it was. No one wants to (and not everyone can afford to) work for free, but if you remember that internships provide you with contacts, experience and skills for the future then this is equally as valuable as a salary in the long term.

Black history – more than a month

FOR most of us it would be an awkward task: attempting to find the exact moment in our lives when we absorbed the data that comprises the broad spectrum of general knowledge. Christmas, tig-and-tag, the Olympics – our knowledge of these things arises from osmosis and are generally picked up through our childhood. Alas, knowledge and celebration of black British history were absent from my formative years. Such negligence revealed itself in the times where I would wrap a towel around my scalp when playing pretend as a child, the material askew on the crown of my head, but a passable substitute for the gravity abiding hair of my classmates.

Being the only black family in my community for a decade, and only one amongst a handful of ‘others’ for just as long, was difficult enough. Certainly, every child feels like an alien amongst their peers, feels desperate to fit in, but most of my juvenile insecurities were able to be addressed and tamed in time. Yet up until my adolescence, I had buried the shame and the discomfort of being black – to voice these insecurities would be to wound my parents and their heritage, and I had no understanding of how to take pride in something that I was ignorantly teased about. However, in concealing these aspects of my identity, I rendered certain parts of myself illegible. I was not a part of this intricate community whose history I am still learning; a history that is being honoured in the month of October. Rather I existed as an individual, an anomaly, an abnormality. That kind of isolation erodes the individual’s idea of normalcy and forestalls one’s sense of belonging.

I don’t think I can recall a single instance in my primary or secondary school where I was taught about black British history.

Black History Month is important today and tomorrow, and it has retroactive significance as well. It recognises the monumental and the everyday contributions of the black community to Britain. In order to validate my experiences, I needed both of those heritages, the black and the British, to coalesce. I especially needed my comprehension of blackness to exist beyond that of the African-American experience. Too often do we abridge black history to the events occurring across the Atlantic. What it does is create a myth that Britain’s history with African and Caribbean peoples was nonexistent up until 50 years ago, and even then, that history is barely discussed in classrooms or shown in our media.

I don’t think I can recall a single instance in my primary or secondary school where I was taught about black British history. I can remember only the situations where slavery was brought up; my teachers and peers making pointed efforts to glance at me with guilt in their eyes, and I, catching the impression that to be black was to exist in the parameters of exploitation, oppression, and injustice. My knowledge of black history arose from the need to self-actualise and it was not until I read Noughts & Crosses by Malorie Blackman that I knew that there were black writers working in Britain – and a woman to boot! Encountering that text and that author made a profound impression in my life, as did the succession of black writers, artists, politicians, and scientists whose histories represented my future.

History helps corroborate our personal narratives; it gives us routes for our dreams and the courage to carve out spaces of our own. The fact that Black History Month is celebrated for a mere month should register as to how our experiences and contributions in the culture are peripheral. The recent decision of the Wandsworth council, and the Hillingdon council in 2007, to change Black History Month to a celebration of “diversity” and “multi-ethnicity”, is one I not only condemn but also mourn. These actions do not reflect a progressive and inclusive community, rather they dictate that celebrating difference should be kept within strict confines. It also makes it clear how little these matters have integrated into the mainstream if we must sequester diversity into a specific time of year.

Most marginal communities are already struggling for visibility, and 31 days is not enough time to focus our attention on all of these groups.

I will be more accommodating for such changes when our culture actually makes considerable strides to transform dominant attitudes with policies that protect the welfare of all. If this country is to pride itself as being multicultural, it must be accountable for when these mixings of culture were not only fraught but unbalanced. It must take responsibility for the hostility and failures of the Windrush scandal. It must change its curriculum across all stages of education. For this history is not just important for the black community, but for Britain as a whole. Black history is important because it informs our prejudices, and these prejudices cause catastrophic and microscopic damage. Widening access can only go so far if, when these spaces are occupied, they lead to vitriolic criticism, denouncement and even death threats. The price of ignorance can cost people their lives; we cannot afford to reduce the opportunity to combat myths and beliefs that eject black experiences from society.

Europe Strikes Back – An Analysis of Europe’s Strike Culture

Just why is Europe always brought to a halt by weekly strikes?

If you have spent time in mainland Europe in recent years, and particularly if you have been a Year Abroad student, you will have noticed that there is one event that causes the greatest inconvenience, often on a weekly basis. Strikes. In Britain, this issue of impromptu strikes was ended by Thatcher who reined in the power of the unions after millions of days of work were being lost a year due to their strikes. However, Europe seems to be falling behind this type of organisation.

Belgium is very much one of these countries that are affected on a weekly basis, particularly by workers in the local transportation industry. Originally, one might not consider the gravity of the situation, particularly if you own your own car, which is the case for many people in the UK. However, in Belgium, there are millions of people travelling daily on public transportation and travelling across the small country just to go to work. This therefore means that the strikes cause inconvenience across the nation, with many schools not even bothering to open due to the lack of attendance of students as they were not able to reach the main city to go to classes. With this often occurring weekly, and sometimes more than once a week, it is fair to assume that the effects on education are not insignificant. Bethany Carter-Bown, an English language assistant, has often had her lessons cancelled, mentioning that since September she has not yet worked a full scheduled week due to these strikes and describing them as ‘exasperating! The near constant striking makes it almost impossible for classes to go ahead as usual, since many teachers and students can’t make their way to school without using public transport. I am concerned that I may not be able to make the most of my experience here has a Language Assistant, due to the reduced hours in school and with students because of them.’ To make matters significantly worse in Europe, the levels of bureaucracy are astounding. With the lack of control of trade unions it means that strikes can occur whenever and can have significant effects on the various levels of governance, which can lead to disorganisation and conflict.

Current teacher strikes in throughout UK universities (Source: Flickr)

Nonetheless, despite personal experience, this issue is not restricted to just Belgium. After discussion with various Year Abroad students, it is evident that these disruptions are occurring all over mainland Europe. In Spain, there were notable cases in 2013, where secondary school students across Spain refused to go to school. These strikes were done to fight against cuts to the education sector and a government reform which was seen to throwback to the country’s right-wing dictatorship. In the UK it is unheard of of secondary students refusing to go to school to strike against changes to the education system, and this shows just how uncontrolled these strikes are. There are many people who may put this down to stereotypical ‘European laziness’, but it must not be forgotten that just 50 years ago Britain was going through worse levels of strikes which even resulted in the build-up of corpses on streets due to gravediggers striking. So why is this happening occurring across Europe so seriously now?

There are many people who may put this down to stereotypical ‘European laziness’, but it must not be forgotten that just 50 years ago Britain was going through worse levels of strikes which even resulted in the build-up of corpses on streets due to gravediggers striking.

Despite the instability these strikes cause on a daily basis, which is viewed as alien to the younger generations of the British population, there are many Europeans who deem them as necessary. These strikes are seen as the only opportunity people have to speak their minds, express their sentiments and fight for their beliefs. When asking strikers across Europe why strikes were so prevalent in European countries, one synonymous answer was heard, ‘it’s our right’. When asking why they felt there were more strikes in mainland European countries than in the UK, most said it was due to British personality – according to many Europeans British people are just too accepting, get on with things even when they do not agree with it, and do not fight enough for what they want.

Be it British stereotype shaping Europe’s opinion of the island, or be it based on fact, one thing is undeniable – the level of striking across the continent at present is abysmal. If this pattern continues many countries will see an uncontrollable halt to production and development on a weekly basis, ultimately resulting in stagnation and eventually decline on a social, political and economic level.

Embrace the ‘C’ Student: An Interview with Kaene Disepo

This month I was fortunate enough to attend TEDxUniMannheim, in Germany. The theme ‘Out of the Ordinary’ gave wide scope to the nine speakers who ranged from polished Oxford professors to, German spiritual rappers and long-haired hippie travellers. However, the message of ‘Embracing the ‘C’ Student’ from motivational speaker, student and businessman, Kaene Disepo, truly hit home.

Then there is the ‘C’ student, the chaser…realising that there is more to life than getting a third…

At the age of just 23, Kaene has an impressive list of accolades. He came second in the Top Ten Black Students in the UK 2017; he started his Botswana-based conglomerate, Siness Group, in 2015; and he received a Presidential Award for second highest GCSE results in Botswana.

An eloquent and vivacious Kaene spoke of three types of students: A, B and C. The ‘A’ student delights in alcohol and chases life’s pleasure while neglecting their education. The ‘B’ student is commonly referred to as the book worm, fixated upon the idea that achieving the best grades is the only route toward financial freedom: job security. Then there is the ‘C’ student, the chaser. The ‘C’ student strives to be multifaceted, realising that there is more to life than getting a third or that, in fact, a diploma is not the only guarantor of success. ‘C’ students have an array of hobbies and interests which thrive alongside voluntary and part-time work; their view of the world extends far beyond the spine of a book.

Kaene describes himself as a ‘lazy worker’, but I met an industrious man whose vision of the future takes a sledgehammer to the concrete ideals of the ‘good student.’

Kaene told me how he thinks the educational system pressurises students into becoming ‘B’ students, and how education needs to develop in embracing the ‘C’ student. He himself rejected an offer from Cambridge to pursue an International Relations degree at the London School of Economics and Political Science, criticising Oxbridge as promoting the stifling sort of academia which inhibits the livelihood of ‘C’ students. In attempt to change or redefine the concept of academic excellence, Kaene founded Inspired Horizons Association in his home country; the community organisation aims to inspire and stimulate Botswanan students.Kaene describes himself as a ‘lazy worker’, but I met an industrious man whose vision of the future takes a sledgehammer to the concrete ideals of the ‘good student.’

So, let’s not be afraid to pursue our own interests for fear of wasting revision time. Read that book you’ve been putting off; take that part-time job you thought you didn’t have time for; embrace the ‘C’ student.

Students call on Vice Chancellor to help refugees

Students are pressuring Vice Chancellor Sir Steve Smith to support the national ‘Equal Access’ campaign at the University – which would allow students seeking asylum to benefit from fee waivers, grants and pastoral support.

Part of a campaign already launched in Bristol, Manchester, London, Leeds, Canterbury and Salford, Exeter’s Student Action for Refugees (STAR) society launched ‘Exeter Equal Access’ in September.

The group claims the University’s funding system denies students their fundamental right to an education, as those seeking refuge in the UK cannot access government fee or maintenance loans – instead relying on state support of £5 a day plus accommodation.

They want the Vice Chancellor to agree to full fee waivers for student refugees, as well as maintenance grants calculated according to a Living Cost Calculator, and pastoral care and support for those seeking asylum.

Back in September 2014 the University announced a partial fee waiver for student refugees – allowing these students to pay the ‘Home’ fee rate of £9000 rather than higher ‘International’ fees. However, the waiver came under fire when Exeposé discovered only five students had accessed these reduced costs in five months.

“Bright students who have fled atrocious circumstances deserve the basic human right of education,” Bhagya Silva, PPE student and leader of Exeter’s campaign told Exeposé, “but barriers such as the fact that asylum seekers are ineligible for Student Finance prevent them from rebuilding their lives.”

Exeter Equal Access plan to meet with University officials on 27 October to discuss the proposals. The group has also released an open letter to the Vice Chancellor.

“We are an exceptional university,” they write. “We are ambitious, we are successful and we are driven to make a positive impact on society.” Stressing that ‘home’ fees are still “beyond the means of the vast majority of asylum seekers,” they argue: “We could do so much more, and so much better.”

“The University of Exeter already supports asylum seekers through a partial tuition fee waiver,” a University spokesperson told Exeposé, “and through the excellent pastoral support which is available to all students. There is specific help for international students which includes mentoring, advice and guidance on arriving in and living in the UK.

As part of the University’s aim to work in partnership with its students, plans are already in place for Ian Blenkharn, Director of Education and Student Experience to meet with members of the Equal Access campaign on this matter.”

Wrecked By Recording

Imagine if exam boards condoned Maths GCSE calculus units completed with the use of a smart phone calculator app rather than a scientific calculator. If Chemistry GCSE practicals did not require live demonstrations by the teacher of the scientific process before students were expected to complete the experiment, and they could just watch a quick YouTube tutorial instead. If in human body modules of the Biology GCSE, you didn’t have to monitor each other’s pulses before and after doing star jumps or running on the spot, but you could just use pre-recorded or made up results from a textbook to comment on the effect of exercise on cardiac rhythm and respiration. After all, how important can hands-on learning be when faced with the more pressing issues of time and money?

Well, allow me to reassure you, none of the above will ever happen; STEM students, unlike Arts students, are rarely expected to complete their studies using insufficient tools.

With the recent announcements from OCR and AQA that drama students can now write on their final paper about recorded theatre performances rather than the previously stipulated live performances, one cannot help but wonder when examiners will finally cut to the chase and tell students with a passion for acting that the acting found in Coronation Street or the latest Marvel film is all the observatory training they need.

Live performance is unlike anything else. Anyone who has ever taken to the stage, whether to act, sing, dance, joke, read or play, will tell you that. Theatres have a separate, organic dimension which a camera – no matter how skilfully operated – will never be able to capture. The expectant, shifting ambience, the knowledge that whatever happens cannot simply be scrapped and revisited, the unpredictable and ever changing nature of plays in performance, the ambiguous audience who will howl at a joke one night and sneer at it the next, all prepare students of theatre not only for acting in front of a live audience themselves, but for life. Whether you choose to spend your life pursuing artistically performative careers or working behind an office desk, the flexibility and external awareness that live theatre embodies is essential to success.

STEM students, unlike Arts students, are rarely expected to complete their studies using insufficient tools.

Recorded performances, as any good English student such as myself is trained to say, show a bias and reception all of their own; they are not an original artistic product, but the reading of one. Camera angles, microphone placements, changes to set and technical scripts to accommodate a film crew, the changed nature of an audience which knows it is observed and recorded and put under new pressures, all alter the nature of the artistic product, making it something else entirely. That is not to say that there is nothing to be enjoyed or learnt from recordings – studying drama and plays over the last few years of my life has led me to greatly appreciate how moving and brilliant recorded performances can be, showing new and intriguing perspectives on old scripts and stories – but to equate them with live performances, especially in conjunction with a qualification purposefully designed to teach live performance, is wrong.

I refuse to acknowledge this change to the syllabus as a question of accessibility, one diverting route board representatives have tried to lead the media toward taking. Sewing machines are expensive, but do exam boards endorse textiles degrees which require only the ability to work with bare needle and thread? Not every school has easy access to a high-quality sporting ground, but that doesn’t stop funding and – more crucially – time allocation for talented and driven students to visit environments designed to test their potential and enthuse them for further challenges. The real problem here is a lack of passion and dedication for arts subjects at every level of the educational system, from the Department of Education, through to exam boards, through to funding bodies, through to governors and senior staff in schools which block and divert money, time and staff away from the arts subjects. It’s a deeply-rooted issue, and one that needs to be cleanly and completely resolved for fear we bring up a generation of disillusioned, uncreative and uninspired children who struggle to find their place in a society so unwaveringly focused on more quantifiable fields of academia.

Report: VP Education debate

In a sparsely attended opening SABB debate, for VP Education, there was little to choose between the two Harry’s: Reeve and Liu. Multiple questions from the floor scrutinised the similarity between the manifestos of the two candidates, and both struggled to find a way of standing out against the other. The debate kicked off with a lightning round to test Reeve and Liu’s knowledge of the Guild, then there pair were challenged on their manifestos before questions from the floor and social media.

Liu (left), Jack Sheeran (centre) and Reeve (right). Image: Harry Shepherd

Both candidates dealt capably with the lightning round questions, but neither appeared sure as to what PGCE stood for. Regardless, both were tied on three points each by the end of the round.

The two candidates appeared to have similar ideas for revolutionising the student experience: both cited the issue of study space as a key one. Reeve argued that the use of social media should be extended to promote vacant and under-used spaces further. Liu called for a more accessible system. He conceded there is a system already in place for students too use, but felt that not enough rooms were listed.

The two clearly had similar goals: stressing the importance of mental health provision in relation to education and dealing with study space problems. Occasionally, however, there were indications that the plans to achieve these goals were slightly different. Liu proposed a two tutoring system, in which students would have a normal academic tutor and a pastoral tutor to help them deal with mental health issues they might have. Reeve instead called for a better mentoring system, stressing the individuality of students and that learning happens at different rates, which should be catered for more appropriately.

both struggled to find a way of standing out against the other

Despite lack of study space and timetabling hours being key issues for students, neither Reeve nor Liu offered much on this. Simply building new study space wasn’t feasible, argued Reeve, so existing space just needs to be used more efficiently. Both agreed that students learn and study differently; students who struggle to work from home deserve adequate study space, especially when students are paying £9000 a year. Things were no different with regards to teaching hours existing from 8:30AM-6:30PM. Both accepted that Exeter University attracted more students as it continues to rise in the league tables. Both felt that it wouldn’t be realistic to promise students that this decision could be reversed of they were to be elected.

Despite a Twitter comment complaining about the lack of difference between the two, both Reeve and Liu failed to distinguish themselves. Both touched on their research they they had undertaken among fellow students and subject leaders and stressed. They also said that they looked beyond their personal experiences to consider other types of student, like mature students or those with dependants.

Concerning the controversial higher education green paper government proposals, Reeve offered his objection. Reeve argued that it could disadvantage those from less financially privileged backgrounds, as both stated that they were in fact from that kind of background. Liu could offer no opinion on the subject.

The problems are the same but their ideas are different. Give their manifestos a read here https://t.co/OkgWFekRyx #ExeterVote

— Exeter VP Education (@ExeEducation) February 8, 2016

The key difference between the two arose from one of the more irreverent questions: ‘what type of pizza topping would you be, and why?’ Reeve likened himself to a pineapple as he is, in his words, “exotic and fruity.” Liu, on the other hand, opted for beef, as he had had that last night for dinner. Clearly, in the debate, Liu did have beef, just not with his opposing candidate.

All in all, little could separate Harry Reeve from Harry Liu in the opening SABB debate for VP Education. It was clear that both candidates had similar goals, with slightly different ideas for how they would achieve them. To distinguish between the two, close attention to each manifesto must be paid.

Tomorrow at 7PM is the next debate, for VP Activities, and Exeposé will be there again with live Twitter coverage and the full report.

Keeping the faith: Nicky Morgan, religion and education

Nicky Morgan has thus far made arguably fewer dramatic (and unpopular) decisions in her role as Education Secretary than her ill-famed predecessor, but that is perhaps set to change. Mrs Morgan has recently put herself in an uncomfortable position regarding the curriculum of the RS GCSE, after stating that non-religious views should not be granted “equal air time” as the UK is a “principally Christian country.” The fact that Christianity is at an unprecedented level of decline in UK, as non-religious views are becoming an increasingly dominant mind-set, seems to have been overlooked.

Surely the Education Minister denying the importance of teaching the astonishing rise of secularism within religious education is just as contradictory, as say, the Minister for Equality voting against same-sex marriage?

Ah, but of course. Mrs Morgan had already set a precedent for questionably contradictory decisions regardless of her Ministerial role long before this current debacle.

I have been observing the religious education saga surrounding my local MP-turned-Tory-Superstar with interest over the past year. February 2015 saw the start of it, with the announcement of major changes in the RS GCSE subject content. The proposed course was to be “more academically rigorous” with focused study on two faiths from the choice of Buddhism, Christianity, Catholic Christianity, Hinduism, Islam, Judaism and Sikhism.

No surprises so far. Though this seems to be familiar territory in terms of religious education, when details of the new course were first published, 28 religious leaders, including the former Archbishop of Canterbury Rowan Williams, urged the government to rethink the curriculum to include greater study of non-religious beliefs. Though the Department of Education argued that the second half of the course was devoted to philosophy and ethics which could include the study of humanism, the debate continued.

Fast-forward to November, and Humanists praised a High Court ruling which determined that Morgan’s changes to the RS curriculum failed to convey the “pluralistic” nature of religion in the UK. Supported by the British Humanist Association, the three families who had raised the issue argued that the school curriculum on religion had a duty to include major non-religious world-views on an ‘equal footing.’ Though not compelled to change the teaching of the GCSE, the ruling ensured that religious education syllabuses would have to include non-religious views.

the ruling ensured that religious education syllabuses would have to include non-religious views

However just the other week, Mrs. Morgan has apparently side-stepped the ruling by publishing a set of new guidelines that insist that schools must teach that Britain is a Christian country, and are fully entitled to prioritise religious views over atheism. Declaring that the November ruling will have “no impact” on the plans for the new curriculum, the guidance insisted on there being “no obligation on any school to cover the teaching of non-religious world views in Key Stage 4 specifically.” The wider obligations to cover non-religious views, it states, are to be met at the school’s discretion.

Quoted in The Telegraph, a source close to Mrs Morgan said: “Nicky has had enough of campaign groups using the Courts to try and force the teaching of atheism and humanism to kids against parent’s wishes. That’s why she’s taking a stand to protect the right of schools to prioritise the teaching of Christianity and other major religions.”

The hypocrisy is painfully obvious.

While on the outset, this entire debacle seems a little embarrassing and contradictory on Mrs Morgan’s part (when the ex-Archbishop is saying you’re being ‘too religious’, you know you’ve gone a bit far), it engages a number of major issues. Namely, the role of faith schools, schools in general and their freedom within the confines of a national curriculum, and perhaps most importantly the position of Christianity in the UK today.

Mrs. Morgan speaks with the ill-advised confidence that Britain is a majority Christian country. Most, I imagine, would agree with this assertion, as Britain has always been considered, traditionally, Christian. Since our old favourite Henry needed a way to get rid of Catherine of Aragon, the Church of England has been the dominant domination. But, although held up as a certain common knowledge, the face of British attitudes towards religion today have in fact never been less certain, and in many respects that’s perhaps self-evident as well. In the wake of the largest Christian holiday, the commercialisation of Christmas has never been more apparent. Britain has embraced the Black Friday Sales, and more than ever the Christian message is being lost behind the religiously ambiguous ‘Happy Holidays’ cards.

Throughout this saga, not once has the DfE mentioned the increasing secularisation of British society. Many have pointed to Mrs Morgan’s failure to acknowledge the publication of a major two year report entitled ‘The Commission on Religion and Belief in Public Life.’ Chaired by the former High Court Baroness Butler-Sloss, and with contributions from Christian, Muslim, Sikh and Hindu representatives as well as theological experts, the report concluded that Britain was no longer a predominantly Christian country. Through extensive research it reveals that currently only two in five identify as Christian, and the proportion who do not follow a religion at all has risen from a third in 1983 to almost half in 2014. The commission’s overall conclusion called for public life in the UK to be less centred around Christianity. All this however, is apparently null and void in the face of what Mrs Morgan calls the “creeping ratchet effect” of humanism that is set to takeover religious education.

When faced with this evidence and Nicky Morgan’s latest guidance, a number of glaringly obvious contradictions arise. The most evident of which being that while Mrs Morgan has commendably embraced the multi-faith realities of modern Britain by including major world religions such as Buddhism, she is apparently unwilling to educate British children with an accurate representation of our religious society. In comparison to 180,000 Buddhists registered in the 2011 Census, the majority of the population who identify as non-religious do not deserve ‘equal air time’. Really Mrs. Morgan, if you’re going to offer a balanced perspective on all religions, you have to look at the majority opinion of no-religion too.

I appreciate that the argument might be raised that religious education should be reserved for practicing religions, and that other philosophies can be covered in PSHCE or whatever other forgettable acronym has been decided upon most recently. However, in the face of increasing secularism, non-religious views such as humanism are rising to take equal precedent and value as religious beliefs. Rather than passed off as a brief subtopic under ‘Ethics and Philosophy’, non-religious belief, not necessarily under the title of ‘Humanism’, has a long and valuable history. There have been dissenters, heretic and apostates throughout history, and non-religious ideology has been explored by many great thinkers from Marx to Bentham, Socrates to Erasmus. While non-religious belief may not be united under a common text, it remains just as valid for human philosophy and existential questions, and just as inextricably linked to world religions as it at odds to them.

Finally, this debate has raised again the idea that perhaps we should take the French route and remove religious education from the curriculum entirely. It would certainly remove the need for this argument, but I’d consider it to also remove a key part of education as well. Religion is a fundamental element of human nature and history. While there’s no doubt that religion, and particularly Christianity within Britain, is becoming less important, religious education remains so, if not more important now than ever before.

Yes, a balanced religious education should be taught in schools. And yes, in light of its growing significance the history and philosophy of non-religious views are just as worthy of an equal standing on the curriculum. Perhaps an unbiased lesson in General Politics while we’re at it might be a good idea too, so that the next generation can be well-informed enough to vote someone other than Morgan in.