The collective consciousness of an RE department during curriculum change: scripture, representation, science, fear and anger
Journal article
Bowie, R. A. 2020. The collective consciousness of an RE department during curriculum change: scripture, representation, science, fear and anger. Journal of Religious Education. https://doi.org/10.1007/s40839-020-00111-9
Authors | Bowie, R. A. |
---|---|
Abstract | This article reports for the first time in full, a seed corn pilot study that presents a moment of the collective consciousness of an RE department in the midst of curriculum change. It records their concerns about the impact of increased content on depth in a new exam course, and the particular consequence this has for the kind of learning happening around texts. It reveals concerns about the representation of religion in the curriculum, the distance between that representation and teacher’s perceptions of pupils’ spiritual and religious lives. It also identifies teachers sense of fear and guilt about the challenge of fulfilling their duties to pupils, the secular authorities and the Catholic authorities, and reveals insights around the question of science of religion. In this single focus group, the collective consciousness of an RE department captures many key issues of significance in RE today. |
Keywords | Teachers; Catholicism; Catholic; Religious education; Sacred texts; Curriculum change |
Year | 2020 |
Journal | Journal of Religious Education |
Publisher | Springer |
ISSN | 2199-4625 |
Digital Object Identifier (DOI) | https://doi.org/10.1007/s40839-020-00111-9 |
Official URL | http://doi.org/10.1007/s40839-020-00111-9 |
Funder | Canterbury Christ Church University |
Publication dates | |
24 Sep 2020 | |
Online | 22 Sep 2020 |
Publication process dates | |
Accepted | 09 Sep 2020 |
Deposited | 24 Sep 2020 |
Accepted author manuscript | File Access Level Open |
Output status | Published |
References | Aldridge, D., (2018). Religious education’s double hermeneutic, British Journal of Religious Education, 40(3), 245-256. Aldridge, D., (2015). A Hermeneutics of Religious Education. London: Bloomsbury. Bowie, R. (In Press). The implicit knowledge structure preferred by questions in English Religious Studies public exams. In G Biesta, P Hannam (Eds.), Religion and education: The forgotten dimensions of religious education? Leiden: Brill | Sense. Bowie, R. Clemmey, K. and Panjwani, F. (2020). Texts and Teachers: The Findings Report. Canterbury,UK, Canterbury Christ Church University. https://blogs.canterbury.ac.uk/nicer/teachers-and-texts-report/ Bowie, R. and Coles, R. (2018). We reap what we sew: perpetuating biblical illiteracy in new English religious studies exams and the proof text binary question. British Journal of Religious Education. 40 (3), 277-287. Bowie, R. (2018). Interpreting Texts More Wisely: A Review of Research and the Case for Change in English Religious Education. In R. Stuart-Buttle, J. Shortt (Eds.), Christian Faith, Formation and Education, (pp.211-228), Cham: Palgrave Macmillan. Bowie, R. (2016). Stepping into sacred texts: How the Jesuits taught me to read the Bible. In A. Voss and S. Wilson (Eds.), Reenchanting the Academy, (pp.139-156) Auckland, Seattle, USA: Rubedo Press. Carswell, M. (2018a). Teaching Scripture: moving towards a hermeneutical model for religious education in Australian Catholic Schools. Journal of Religious Education. 66, 213–223. Carswell, M. (2018b). Promoting fundamentalist belief? How scripture is presented in three religious education programmes in Catholic primary schools in Australia and England and Wales, British Journal of Religious Education, 40(3) 288-297. Cooling, T. (2020). Worldview in religious education: autobiographical reflections on The Commission on Religious Education in England final report, British Journal of Religious Education, 42(4), 403-414. DfE. (2015). Religious Studies GCSE Subject Content. London: Crown. DfE. (2020). Relationships education, relationships and sex education (RSE) and health education. London: Crown. Jackson, R. & Nesbitt, E. (1993). Hindu Children in Britain. Stoke on Trent:Trentham). Jackson, R. (1997). Religious Education: An Interpretive Approach. London: Hodder Kamberelis, G. and Dimitriadis, G. (2013). Focus Groups: From Structured Interviews to Collective Conversations. Abingdon: Routledge. Kueh, R. (2020). Disciplinary hearing: making the case for the disciplinary in a Religion and Worldviews curriculum. In M Chater (Ed), Reforming Religious Education: Power and Knowledge in a Worldviews Curriculum. Woodbridge, UK: John Catt Educational. Larkin S., Freathy R., Doney J., Freathy G. (2019). Metacognition, Worldviews and Religious Education a Practical Guide for Teachers, 1st Edition. Oxford, Routledge. Wilkinson, S. (1998). Focus group methodology: a review, International Journal of Social Research Methodology, 1(3), 181-203. |
https://repository.canterbury.ac.uk/item/8w25y/the-collective-consciousness-of-an-re-department-during-curriculum-change-scripture-representation-science-fear-and-anger
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