Does Religious Education Work?: A Multi-dimensional Investigation [NOOK Book]

Overview

This ground-breaking volume draws upon a rich and variegated range of methodologies to understand more fully the practices, policies and resources available in and to religious education in British schools. The descriptions, explanations and analyses undertaken here draw on an innovative combination of policy work, ethnography, Delphi methods, Actor Network Theory, questionnaires, textual analysis as well as theological and philosophical insight. It traces the evolution of religious education in a post-religious ...
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Does Religious Education Work?: A Multi-dimensional Investigation

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Overview

This ground-breaking volume draws upon a rich and variegated range of methodologies to understand more fully the practices, policies and resources available in and to religious education in British schools. The descriptions, explanations and analyses undertaken here draw on an innovative combination of policy work, ethnography, Delphi methods, Actor Network Theory, questionnaires, textual analysis as well as theological and philosophical insight. It traces the evolution of religious education in a post-religious age from the creation of policy to the everyday experiences of teachers and students in the classroom. It begins by analysing the way in which policy has evolved since the 1970s with an examination of the social forces that have shaped curriculum development. It goes on to explore the impact and intentions of a diverse group of stakeholders with sometimes competing accounts of the purposes of religious educations. It then examines the manner in which policy is, or is not, enacted in the classroom. Finally, it explores contradictions and confusions, successes and failures, and the ways in which wider public debates enter the classroom. The book also exposes the challenge religious education teachers have in using the language of religion.
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Product Details

  • ISBN-13: 9781441180384
  • Publisher: Bloomsbury USA
  • Publication date: 10/31/2013
  • Sold by: Barnes & Noble
  • Format: eBook
  • Edition number: 1
  • Pages: 280
  • File size: 2 MB

Meet the Author

James C. Conroy is Professor of Religious and Philosophical Education at the University of Glasgow, UK.
David Lundie is a Lecturer in Education at Liverpool Hope University, UK.
Robert A. Davis is Professor of Religious and Cultural Education and Head of the School of Education at the University of Glasgow, UK.
Vivienne Baumfield is Professor of Pedagogy, Policy and Innovation at the University of Glasgow, UK.
L. Philip Barnes is Reader in Religious and Theological Education at King's College London, UK, where he is Programme Director of the MA Degree in Religious Education.
Tony Gallagher is Professor of Education and Pro-Vice Chancellor at Queen's University Belfast, UK, where he was previously Head of the School of Education.
Kevin Lowden is Research Fellow at the Scottish Council for Research in Education (SCRE) Centre, University of Glasgow, UK.
Nicole Bourque is a senior lecturer in Social Anthropology at the University of Glasgow, UK.
Karen Wenell is Lecturer in New Testament and Theology at the University of Birmingham, UK.
James C. Conroy is Professor of Religious and Philosophical Education at the University of Glasgow, UK, where he is International Lead for Social Sciences and was formerly Dean of the Faculty of Education.
David Lundie is Lecturer in Education at Liverpool Hope University, UK.
Robert A. Davis is Professor of Religious and Cultural Education at the University of Glasgow, UK, where he is Head of School of Education.
Vivienne Baumfield is Professor of Pedagogy, Policy and Innovation at the University of Glasgow, UK. She is editor of the British Educational Research Journal and British Journal of Religious Education.
L. Philip Barnes is Reader in Religious and Theological Education at King's College London, UK, where he is Programme Director of the MA Degree in Religious Education.
Kevin Lowden is a Research Fellow at the Scottish Council for Research in Education (SCRE) Centre, School of Education, University of Glasgow, UK.
Nicole Bourque is a Senior Lecturer in Social Anthropology in the School of Social and Political Science at the University of Glasgow, UK.
Karen J. Wenell is Lecturer in New Testament and Theology at the University of Birmingham, UK.
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Table of Contents

Acknowledgements
Introduction
Part I: Methodological and Structural Questions
1. Methodological Considerations: Learning from the Inside
2. The Strange Position of Education in Religion in Contemporary Political Culture
3. The Complexities of UK Policy and Practice
4. Conceptual Questions, Confusions and Challenges
Part II: The Substance of Religious Education
5. Citizenship and Committed Pluralism: The Place of the 'other' in RE's Social and Civic Aims
6. Religious Education and the Nature of Texts
7. Stories We Tell Ourselves: Making Sense of Religious Education in Communities of Practice
8. Religious Education and Student Perspectives
Conclusions: Imagining and re-Imagining Religious Education
Appendices
Index
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