Does Religious Education Work?

A Multi-dimensional Investigation

Inbunden, Engelska, 2013

AvJames C. Conroy,David Lundie,Robert A. Davis,Vivienne Baumfield,L. Philip Barnes,Tony Gallagher,Kevin Lowden,Nicole Bourque,Karen J. Wenell,UK) Conroy , Professor James C. (University of Glasgow,UK) Lundie, David (Liverpool Hope University,UK) Davis, Professor Robert A. (University of Glasgow,UK) Baumfield, Professor Vivienne (Professor in Professional Learning, University of Exeter,UK) Barnes, Dr L. Philip (King's College London,UK) Gallagher, Professor Tony (Queen's University Belfast,UK) Lowden, Kevin (University of Glasgow,UK) Bourque, Dr Nicole (University of Glasgow,UK) Wenell, Dr Karen J. (University of Birmingham

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Society for Educational Studies Annual Book Prize winner: 2nd PrizeThis 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.

Produktinformation

Utgivningsdatum2013-10-24
Mått156 x 238 x 20 mm
Vikt540 g
FormatInbunden
SpråkEngelska
Antal sidor280
FörlagBloomsbury Publishing Plc
ISBN9781441127990
UtmärkelserRunner-up for Society for Educational Studies Annual Book Prize 2014 (UK)

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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.

AcknowledgementsIntroductionPart I: Methodological and Structural Questions1. Methodological Considerations: Learning from the Inside2. The Strange Position of Education in Religion in Contemporary Political Culture3. The Complexities of UK Policy and Practice4. Conceptual Questions, Confusions and ChallengesPart II: The Substance of Religious Education5. Citizenship and Committed Pluralism: The Place of the ‘other’ in RE’s Social and Civic Aims6. Religious Education and the Nature of Texts7. Stories We Tell Ourselves: Making Sense of Religious Education in Communities of Practice8. Religious Education and Student PerspectivesConclusions: Imagining and re-Imagining Religious EducationAppendicesIndex

Does Religious Education Work? is, in the words of its authors, an attempt to unearth the nooks and crannies of the curriculum oddity known popularly as ‘RE’. Odd because it is more fraught with religious politics than good and unabashed pedagogical theory and practice, this book is timely in its frank, bold and necessarily non-privileging appraisal of the subject as it truly functions, rather than as the politics says it should. The method applied by this polymath team of educationists, theologians, anthropologists and psychologists renders this unearthing a veritable peeling away of all the myths and pretensions heaped on RE by its attached politics. While focussed entirely on the UK experience, it has universal application and is arguably the most thorough peeling away conducted anywhere in the English-speaking world, if not beyond it.