The Shiloh Project caught up with Dr Seán Henry @seandhenry, Senior Lecturer at Edge Hill University, to find out more about his new book, Queer Thriving in Religious Schools. Seán’s book will be launched next week, Wednesday 24th July, 6:30-8:30pm at Edge Hill University – the event can also be accessed online via this registration link: Queer Thriving in Religious Schools | Book launch event | Edge Hill
1. Tell us a bit about you.
My name is Seán Henry and I currently work at Edge Hill University, where I research and teach modules in religious studies, theology, and education studies. Before moving to the UK, I lived in Dublin (where I’m from), where I studied to be an RE and English teacher before moving into higher education. It was in Ireland where I conducted most of the research informing “Queer Thriving in Religious Schools“.
2. What motivated you to carry out the research for this book?
I studied to be an RE teacher in Ireland, where the vast majority of public schools are privately managed by the Catholic Church. As a gay man studying to be an RE teacher in mainly religious schools, I started my teaching career sensitive to some of the tensions that can play out when schooling, religion, gender, and sexuality meet. After all, it is often assumed that religion and progressive education on sexuality and gender are opposed to one another. At the time, I wondered how it could be possible to be openly gay as an RE teacher in a religious school if you were also expected to align your teaching with the faith tradition of your employer. I was asking these questions at a time of great cultural change in Ireland too: the influence of the Catholic Church was waning, evidenced in Ireland becoming the first country in the world to legislate for marriage equality as a result of a popular vote. So, my research for the book was initially motivated by a desire to respond productively to these questions, in a way that would move beyond setting religion, gender, sexuality, and schooling in opposition to one another.
3. What impact do you hope it will have?
I hope the book goes some way in challenging the view that Jewish, Christian, and Muslim schooling are always necessarily homophobic, biphobic, or transphobic. Indeed, throughout the book I draw from queer theologies across each of these traditions to show that there are ways of navigating Jewish, Christian, and Muslim traditions that can allow LGBTQ+ staff and student to thrive (and not just survive) in religious school settings. This is not to say that homophobia, biphobia, and transphobia don’t exist in these traditions. Rather, what I hope my book can show is that Jewish, Christian, and Muslim faith traditions are not only homophobic, biphobic, or transphobic, and that religious school communities can draw from alternative kinds of theologies and stories in building inclusive spaces for LGBTQ+ staff and students. In this sense, I hope the book can broaden educators’ theological and religious imaginations in ways that move beyond religious homophobia and transphobia as starting points for exploring sexuality and gender in religious schools.
4. What else are you working on?
Often religious, theological, and educational discourses assume children are lacking in agency or autonomy (a lack that religion or education can then “fill” or compensate for). In light of this, I’ve started researching children and young people’s lived experiences of religion, and how these experiences can point to more empowering ways of imagining children’s agency and autonomy in religious and educational spaces. So that’s something I’ve begun to read a lot more around lately. As well as this, I’m currently working on a project with my colleague, Dr Francis Farrell, exploring how religions and worldviews education can help young people engage in civic and political issues.
5. Where can we find out more about you?
You can find out more about me on my Edge Hill staff profile, here: https://www.edgehill.ac.uk/person/sean-henry/staff/
6. Give us one quote to whet our appetites!
“The book aims to navigate the relationship between diverse genders, sexualities, and religious schooling in ways that are focused less on whether such antagonisms can be ‘reconciled’ or not, and more on what is made possible for us when such antagonisms rub up against their limits. Put differently, this book does not aim to neatly resolve or erase the tensions that exist between religious schooling and diverse genders and sexualities. Nor does it seek to position religious schooling within a sentimental register that downplays or trivialises the ongoing hetero-and cisnormative violences of religious communities and institutions. Rather, it seeks to showcase what can happen when such tensions are exposed to the ‘condoms and lube’ that often characterise encounters with religions.” (p. 6)