A practitioner action research approach to learning outside the classroom in religious education: developing a dialogical model through reflection by teachers and faith field visitors

Lundie, D. , Ali, W., Ashton, M., Billingsley, S., Heydari, H., Iqbal, K., McDowell, K. and Thompson, M. (2021) A practitioner action research approach to learning outside the classroom in religious education: developing a dialogical model through reflection by teachers and faith field visitors. British Journal of Religious Education, (doi: 10.1080/01416200.2021.1969896) (Early Online Publication)

[img] Text
249665.pdf - Published Version
Available under License Creative Commons Attribution Non-commercial No Derivatives.

499kB

Abstract

This paper reports the co-creation of knowledge through a Practitioner Action Research Community of Practice of teachers and mid-level policy enactors which sought to engage the question of how to enhance Religious Education in primary schools serving socially disadvantaged children. Co-authors’ professional values and assumptions are explored, and questions developed to carry out a needs assessment of primary teachers in contexts of social disadvantage; highlighting the advantages of effective school-community partnership, leading to a recognition of the importance of learning outside the classroom for enhancing children’s experience of Religious Education. A model of successful learning outside the classroom was developed, centring on the importance of spaces for encountering the lived experience of religion, asking challenging questions, and sharing learning objectives. The benefits of this approach for children from disadvantaged backgrounds are explored. Feedback from teachers, children, places of worship and SACREs was fed into the reflective process to arrive at a series of opportunities, weaknesses and training needs for effective field visits and visiting speakers. The paper concludes by setting out a model for an online portal to enable schools and education officers from places of worship to connect effectively with one another to enhance primary Religious Education.

Item Type:Articles
Additional Information:This work was supported by the Culham St Gabriel’s Trust [280].
Status:Early Online Publication
Refereed:Yes
Glasgow Author(s) Enlighten ID:Lundie, Mr David
Authors: Lundie, D., Ali, W., Ashton, M., Billingsley, S., Heydari, H., Iqbal, K., McDowell, K., and Thompson, M.
College/School:College of Social Sciences > School of Education > Creativity Culture and Faith
College of Social Sciences > School of Interdisciplinary Studies
Journal Name:British Journal of Religious Education
Publisher:Taylor and Francis
ISSN:0141-6200
ISSN (Online):1740-7931
Published Online:03 September 2021
Copyright Holders:Copyright © 2021 The Authors
First Published:First published in British Journal of Religious Education 2021
Publisher Policy:Reproduced under a Creative Commons License

University Staff: Request a correction | Enlighten Editors: Update this record