Rachael Shillitoe – författare

How children’s non-belief and non-religion are formed in everyday lifeThe number of those identifying as “non-religious” has risen rapidly in Britain and many other parts of Europe and North America. Although non-religion and non-belief are especially prevalent among younger people, we know little about the experience of children who are growing up without religion. In Growing Up Godless, Anna Strhan and Rachael Shillitoe fill this scholarly gap, examining how, when, where, and with whom children in England learn to be non-religious and non-believing. Drawing on in-depth interviews and extensive ethnographic fieldwork with children, their parents, and teachers, Strhan and Shillitoe offer a pioneering account of what these children believe in and care about and how they navigate a social landscape of growing religious diversity.Moving beyond the conventional understanding of non-religion as merely the absence of religion, Strhan and Shillitoe show how children’s non-religion and non-belief emerge in relation to a pervasive humanism—centering the agency, significance, and achievements of humans and values of equality and respect—interwoven in their homes, schools, media, and culture. Their findings offer important new insight into the rise and formation of non-religious identities and, more broadly, the ways that children’s beliefs and values are shaped in contemporary society.

This book explores how and if the mandate for children to worship in schools can be justified within the context of declining church attendance and increasing nonreligious identification in British society. Shillitoe asks what place compulsory worship has in an increasingly diverse and plural society, and what the answer means for the relationship between religion, the secular, and education more broadly. Through in-depth ethnographic fieldwork from across three schools in southwest England, the book reveals how examining the significance of children’s experiences expands our understanding of both collective worship in schooling and religion in social life more broadly and demonstrates that adult-centric anxieties and assumptions in this area do not always reflect the experiences of children.