among the indigenous peoples of the Pacific to study their own particular
religions and to publish from that study within the field of anthropology and
sociology. This support is clearest in its links to the Pacific Theological College,
founded in 1961 in Samoa. For example, three theses written by students of
the Pacific Theological College were published as Island Churches: Challenge
and Change by the Institute. It also has sponsored much research and
publication in the area of indigenous religion.Emerging issuesThe major emerging issue for most departments of studies in religion in
Australia and New Zealand concerns their actual survival. Most of the
departments and programs are small, almost all of them having endured a
number of restructuring rounds, aimed at reducing small organizational units
by incorporating them into larger schools, with the end result that they have
had to fight for visibility and for recognition as a group with a viable critical
mass of staff. Much of this process has been driven by government funding
cuts. As Barnes commented almost ten years ago, ‘[T]he institutional basis of
religious studies in most universities is weak, especially at a time when
university funding is declining overall’ (1998: 234). With the cuts to government
support of universities, departments of studies in religion continue to struggle
to find external sources of funding, whether from fee-paying students,
consulting, or entrepreneurial activity of some kind. Coupled with the larger
issue of funding and the small size of departments, are the more practical
logistical issues, as Paul Morris points out for New Zealand: when the various
regional programs meet there is discussion about student referrals, thesis
examining, joint research projects and individual and collective support for
the development of religious studies in New Zealand (Morris 2004: iii).
On the other hand, at least in Australia, there is enormous growth and
interest in the subject of religious studies within the secondary school sector.
In New South Wales, for example, there has been a rise in popularity for Studies
in Religion as a Higher School Certificate subject. First examined in 1993 with
2,618 students, in 2005 12,160 students sat for the Certificate. University staff
are involved in this area by their presence on Higher School Certificate Boards
of Studies Syllabus and Examination committees. As these students move from
secondary school to university studies, part of the challenge for departments
of studies in religion is the need to review and revitalize the curriculum. Many
departments have been teaching the same kinds of subjects for the last thirty
or forty years, with only minimal change. While there are basic subjects that
remain essential to a good grounding in the study of religion(s), it became
apparent after 11th September 2001 that many departments of studies in
religion were simply not making provision for major global trends in the area234
MAJELLA FRANZMANN