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1.
This article outlines the ‘Big Ideas’ approach to curriculum reform, as applied in the ‘Principles and Big Ideas of Science Education’ project. A critical analysis follows of the outcomes of the University of Exeter’s ‘Identifying Principles and Big Ideas for Religious Education’ project, which sought to apply the same approach to Religious Education (RE) in English schools. This project made great headway in generating ‘Big Ideas’ to inform and improve the selection and sequencing of RE curriculum content. However, its primary focus on subject content knowledge means that ‘Big Ideas’ about epistemology and methodology are lacking. The article recommends an additional focus on multi-disciplinary, multi-methodological, inquiry-based, reflexive learning, which would ask why, how, where and by whom our ‘knowledge’ of religion(s) and worldview(s) is generated. In this regard, the article posits four ‘Big Ideas about the study of religion(s) and worldview(s)’ to highlight the symbiotic relationship between knowledge and knower, and to reject the false dichotomy between the object of study and method of study. In so doing, it draws upon the theoretical framework underpinning the ‘RE-searchers approach’ to primary school RE, which correspondingly exemplifies how such ideas can be taught in practice.  相似文献   

2.
The question of religious education is one of the most controversial questions in the current discussions on religion and politics in Russia. Most notably a new subject, Fundamentals of Orthodox Culture (FOC), is of interest because it differs markedly from Western European approaches to religious education. Referring to ‘Culturology’ FOC combines an introduction into Russian culture and patriotism with moral education and the imparting of knowledge about Orthodox Christianity. According to its own self‐image FOC is a non‐denominational subject, but an analysis of two widespread textbooks will be used to show that FOC is, in all respects, Orthodox.  相似文献   

3.
This article explores the ways in which a group of primary school teachers in Cyprus interprets the relationship between religious and citizenship education. The contextualisation of the meaning of religious education shows the extent to which social, historical and political elements shape teachers’ perceptions about the entanglements between religious and citizenship education. In particular, the present study reveals two important findings – one concerning the conceptualisation of each school subject and their perceived relationship and the other concerning the contextualisation of this relationship in the cultural and political contexts of Cyprus. The findings also reveal important constraints and political dilemmas for the possible trajectories of ‘religious citizenship education’ in Cyprus. The article discusses the implications for curriculum and policy deliberations, as well as further research on ‘religious citizenship education’ in specific cultural and political settings.  相似文献   

4.
A ‘spatial turn’ is observed as taking place across a range of disciplines. This article discusses the relevance of this ‘spatial turn’ to the issue of early school leaving prevention and engagement of marginalised students and their parents within the educational system and other support services. Building on reconceptualisation of an aspect of structural anthropology a specific dynamic spatial interaction between diametric and concentric structures of relation is proposed. Reification is interpreted as involving a diametric space of assumed separation, closure and mirror image inversions. Concentric relational space as assumed connection and relative openness is a precondition for trust, care and voice. Diametric and concentric spatial features of school and related systems are interrogated for early school leaving issues, such as the importance of relational supports to keep students in the system; the precondition of trust for parental involvement of more marginalised parents, including a lifelong learning and family support aspect; the need to challenge the school as a closed system with reified hierarchies.  相似文献   

5.
ABSTRACT

It was in 2012, when in Russian schools the subject ‘Fundamentals of Religious Cultures and Secular Ethics’ was introduced. Parents of students are given the opportunity to choose from six different modules. Among the modules there are ‘Fundamentals of Orthodox Culture’, ‘Fundamentals of Islamic Culture’, ‘Fundamentals of Jewish Culture’, ‘Fundamentals of Buddhist Culture’, ‘Fundamentals of World Religious Cultures’, ‘Fundamentals of Secular Ethics’. However, the parents’ choice is due to a variety of objective and subjective factors. The purpose of this paper is to elicit the degree of influence of four factors on the choice of modules within the course of ‘Fundamentals of Religious Cultures and Secular Ethics.’ To study the case, a polyethnic region of Russia – the Republic of Bashkortostan, has been chosen. In this paper, the influence of four factors will be gradually revealed: the ethnic factor, the religious factor, the urban factor, and the factor of the educational environment. Studying the influence of factors determining the choice of modules demonstrates that the choice of modules is a compromise of many parties of interest: parents, students, teachers, clergy, and educational institutions.  相似文献   

6.
In this paper, we explore how ‘teaching communication’ in the classroom is connected to school culture. In the age of accountability, the outcome focus force to the forefront, a ‘blame game’ which either blames students’ achievements on the teachers and teacher education, or the students and their socio-economic background. We argue that to succeed with teaching and learning is dependent on the school culture more than the single teacher or the students’ backgrounds. School culture is understood as attitudes, communication, student focus and engagement. Teaching communication in this paper is studied as teachers’ and students’ talk about subject matter in whole-class teaching. We explore how different school cultures give students different opportunities to experience meaning from teaching communication. The perspective on meaning is derived from Bildung-centred didactics. By using qualitative comparative case method in Norwegian Lower Secondary schools, we find three different types of ‘teaching communication’ typical for different school cultures: ‘Dialogic teaching communication’, ‘storytelling teaching communication’ and ‘reproducing teaching communication’. The school culture with the ‘dialogic’ variant is characterized by trust and reciprocity, making students’ experiencing meaning a possibility.  相似文献   

7.
The decades following the Second World War saw strong technological development and economic growth. They also saw ‘the advent of technology education’, a period of extensive curriculum development in this field. But what was done and why? In order to obtain a better understanding of the historical roots of technology education, in this study the mid-century school reforms in Sweden are examined and, more specifically, the birth of the new subject of Technology (Teknik) in compulsory schools. In this article, the political forces driving the introduction and shaping of this new subject are emphasised. In a time of rapid transformations of educational systems and labour markets, the term Teknik proved to be a useful concept for policy-makers and reform technocrats. However, the subject came to re-create the inequalities of the earlier differentiated school system, despite its presence within the framework of a school ‘for all’.  相似文献   

8.
This article considers the nature of RE curriculum policy-making from 1988–97. It concentrates on the hegemonic intent of cultural restorationists. Cultural restorationism finds expression when current political action is justified by particular interpretations being placed upon the past. This involves particular use of language and a strong emphasis on tradition, culture and the past. It is also related to economics, policy-making generally and, for this article, is particularly related to RE curriculum policy-making. The ‘voice’ of the cultural restorationists is explored and the manner in which they proceeded to impact on RE policy-making. The context of text production is explored, with its public ridicule and derision, also the marginalization of key figures and groups with skilful manipulation being made of the media. Language itself was adapted and used as a tool to achieve a manipulative and ‘ratchet-like’ effect on education. Many official documents are used positively to effect their agenda, reflecting hegemonic intent. In religious education policy-making cultural restorationism is aligned closely to a ‘Christianizing’ agenda. This involves the increased use of centralizing powers and the subsequent redefinition of the role for those involved at a local level in RE. Interview data are used from parliamentarians and those seeking to influence the processes. The article concludes that RE is increasingly subject to central control, despite its unique status vis à vis the National Curriculum.  相似文献   

9.
ABSTRACT

This paper analyses the context, emergence, organisation and curriculum of the school subject known as ‘Culture of Religions’ (Kultura religija), which is given as an example of good practice in the Toledo Guiding Principles of the OSCE. It was designed, piloted and to a certain extent introduced in state schools in Bosnia and Herzegovina by a collaboration of international organisations and institutions, together with representatives from various local organisations. This paper addresses the challenges and opportunities that render this school subject not only highly relevant but also a controversial issue of education policy today.  相似文献   

10.
Research News     

In secondary schools, subjects dominate teaching and also the organizational structures. Typically, subject department heads perform a middle-management role in secondary schools and often this role is taken-for-granted and unquestioned. In this article, we examine the impact on secondary school culture and the resulting changes to practice when the department middle-management structure and roles are open to revision. We investigate the experiences of two schools that are part of a longitudinal study on reculturing and restructuring in all secondary schools in one school district in Ontario, Canada. Our research indicates that structural change initiated by school level participants is a prerequisite to real change and that structural changes preceded cultural changes. However, it is the process of creating the new structures that is the key consideration as mandating an alternative might not be facilitative of cultural change. The primary research question guiding this article is: what impact does involvement in restructuring a middle-management organizational model have on the culture of a school and the change process experienced by staff members?  相似文献   

11.
The new National Framework for Religious Education (RE) suggests, for the first time in national advice on agreed syllabuses, that atheism can be included in the curriculum alongside world religions. This article counters objections to the inclusion of atheism in RE and argues that children and young people can learn from atheistic beliefs and values for their spiritual and moral development. It explores the idea of atheism as ‘faith’ and illustrates atheism’s spiritual and moral potential through examples of writing from Bertrand Russell and Jean Paul Sartre. The article concludes that RE (preferably under a new name) can continue to be a valuable curriculum subject, provided it responds to the non‐statutory guidance of the new framework by offering a broader, more inclusive spiritual education which includes positive accounts of atheistic beliefs. Indeed, it is contended that without this change schools can not fulfil their legal obligation to provide opportunities for spiritual and moral development to all pupils.  相似文献   

12.
Starting from a ‘life geography’ of Karl Triebold, a leading figure in open-air education, this article provides an understanding of the seemingly ordinary but still idiosyncratic development of a German open-air school. Triebold’s life’s work, the fight against tuberculosis, conceived as character education through healthy occupation, was inspired by his experience both as a tuberculosis patient and as a teacher in a field hospital. Rest cures and saltwater baths were precursors of ‘his’ open-air school that was to be sustained by a social-insurance company. ‘Weak’, mostly poor children were to stay there, divided according to age, sex and constitution. Triebold’s influence is most apparent from the institution’s ‘concentric’ method and curriculum. Precisely these, however, were rejected. The school as such was supposedly closed, and Triebold was discharged, which enabled him to become an open-air school figurehead. This illustrates how broader institutional developments can bear the imprint of subjects’ life history.  相似文献   

13.
School Culture,School Effectiveness and School Improvement   总被引：3，自引：0，他引：3  
The relevance of the concept of culture to school effectiveness and school improvement is explored. Two typologies are developed. The first proposes four ‘ideal type’ school cultures, based on two underlying domains; the second, a more elaborate and dynamic model, proposes two ‘ideal type’ school cultures, based on five underlying structures. Each is discussed for its heuristic, conceptual, methodological and explanatory potential in research in the fields of school effectiveness and school improvement. In distinguishing collegial cultures from collaborative styles, the article advances recent writing on collaboration. From the theory hypotheses about the relationship between school culture and school effectiveness and improvement can be derived as well as techniques to test such hypotheses.  相似文献   

14.
ABSTRACT

This article explores supervision conferences in RE teacher education in Sweden. Two discourses that are often articulated in supervision conferences are ‘representation’ and ‘safe space’. These are investigated and presented as necessary components for becoming a competent teacher of upper secondary school RE in Sweden. The empirical material consists of observations of six RE supervision trialogues and interviews with the participants – student teachers, upper secondary school supervisors and university-based teacher educators. Based on the analysis of the empirical material, representation and safe space emerge as essential ‘RE teacher knowledge’. Furthermore, the antagonism between representation and safe space that emerges in the supervision trialogues is explored and highlighted. By way of conclusion, the presented discursive struggle is reflected on as a battle over power within the supervision triad.  相似文献   

15.
This article analyses the relations that teachers and school leaders establish with themselves and with others—especially those who would seek to govern them—through the professional and personal–professional activities that increasingly accompany pedagogical and administrative practice today. Specifically, the article seeks to analyse the conditions under which such ‘ethical-governmental’ relations have become possible and to clarify the lines of power, truth and ethics that are in play within them. In this way, it is argued, their intelligibility may be recovered; their contingencies disclosed. The article first posits a non-psychologised, ‘enfolded’ notion of the self on which analysis rests before turning to an analytics of (self-) government of the conditions themselves. An important element within this entanglement of diverse events, discourses, practices and foldings is the ensemble of policies and practices developed by the Australian Institute for Teaching and School Leadership. The article argues that the programmes of this national agency are a salient and widespread force for acting upon teachers’ and school leaders’ self-constitution as a subject of their own actions—a subject which, in consequence, is enjoined to be more agile, self-reliant, engaged and entrepreneurial than its ‘routine-bound’ predecessors; a subject we describe as the ‘adaptive professional’.  相似文献   

16.
The authors dedicate this article to the memory of Canon Gordan Pavey 1919–2007: priest, teacher and loving friend.

This article reports on an investigation into the retention of secondary religious education teachers trained at one institution over a ten‐year period. The initial hypothesis was that many of these teachers would no longer be teaching, or would no longer be teaching religious education. However, the authors found that a high percentage of respondents were still teaching religious education. The article then analyses the ‘push’ and ‘pull’ factors that underlie this finding. Factors affecting retention are described and illustrated, making extensive use of qualitative data. The authors found that the overriding reason for continuing to teach religious education, despite the discouragements, was commitment to the subject: love of subject, belief in the value of the subject for pupils, a sense of vocation. The authors suggest therefore that, should these findings be replicated in other studies, a more useful hypothesis might be that a strong sense of vocation is a predominant factor in the retention of religious education teachers.  相似文献   


17.
This article explores teachers’ reactions to changing management cultures and argues for a complex reading of their responses. Data from an ethnographic study of a primary school are used to illustrate the restructuring of the teachers’ work since the mid‐1980s. Different teacher strategies were developed in response to changes in the managerial control of their work and dominant management constructions of professionalism. Whereas teachers in an occupational culture, the ‘old professionals’, largely resisted the changes but subsequently left the school or left teaching, the ‘new professionals’ complied with some of management's changed expectations of them, but resisted others. In the new managerialist culture the teachers experienced new forms of control and their roles increasingly included managerial tasks. The article concludes by suggesting that measures for policing teachers’ work, such as inspection and school self‐management may limit the spaces in which teachers can use strategies of resistance within accommodation.  相似文献   

18.
This article presents the results of a single case study from a cooperation school in the Netherlands. A cooperation school is the result of a merger between a public and a denominational school. Pupils from secular and religious backgrounds meet in the classroom. This religious diversity in this school is explored by an empirical research study. The research question was how key values of the school and of its teachers are exerted in religious education. Content analysis of interviews and videos of the ‘moment of contemplation’ show that there is a discrepancy between the school values and the practice of this moment. Conclusions concerning a social and a substantive perspective are drawn in the light of theoretical insight concerning diversity in religious education.  相似文献   

19.
Since the 1990s the educational community has witnessed a proliferation of ‘bullying’ discourses, primarily within the field of educational developmental social psychology. Drawing on ethnographic and qualitative interview data of primary and secondary school girls and boys, this article argues that the discourse ‘bullying’ operates to simplify and individualise complex gendered/classed/sexualised/racialised power relations embedded in children's school‐based cultures. Using a feminist post‐structural approach, this article critically traces the discursive production of how the signifiers ‘bully’ and ‘victim’ are implicated in the ‘normative cruelties’ of performing and policing ‘intelligible’ heteronormative masculinities and femininities. It shows how these everyday gender performances are frequently passed over by staff and pupils as ‘natural’. The analysis also illustrates how bully discourses operate in complex racialised and classed ways that mark children out as either gender deviants, or as not adequately performing normative ideals of masculinity and femininity. In conclusion, it is argued that bully discourses offer few symbolic resources and/or practical tools for addressing and coping with everyday school‐based gender violence, and some new research directions are suggested.  相似文献   

20.
Action research for english teaching: ideology,pedagogy and personal growth   总被引：2，自引：1，他引：1  
This article takes as its starting point the notion that the extent to which action research is accepted or rejected as a valid means of enquiry and professional development is largely determined by occupational culture and the ideology of individuals who corporately constitute that culture (Adlam, 1999; Li et al, 1999). Here, the view that the values and ideologies of teachers cannot be separated from their teaching or research into their teaching (Day, 1998) is illustrated in relation to a politically significant and strategically placed group of teachers. With the advent of the National Literacy Strategy in high (secondary) schools in the United Kingdom, there is a need for English teachers to reevaluate the nature of the subject they teach, which is being redefined, as well as their pedagogy. The beliefs of this distinct group of practitioners are explored, and it is suggested that they are positioned, ideologically, culturally and politically to be receptive to and benefit from action research. As the current emphasis on literacy and therefore on the ‘adult needs’ and ‘crosscurricular’ models of their subject contrasts sharply with this group's timehonoured valorisation of the ‘personal growth’ model of English characterised by imagination and creativity, action research is seen to provide an opportunity for these practitioners to reflect on their ‘conscious and unconscious doings’ (Altrichter et al, 1993, p. 6). Throughout this article, reference is made to the author's experience of conducting a 3-year longitudinal action research project as a high (secondary) school teacher of English funded by the ESRC (Pike, 2000a,b,c,d, e), although the intention in this article is to explore the degree of epistemological and ideological congruence between the values and beliefs of English teachers, and some prevalent features of action research  相似文献   

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