Pedagogical bricoleurs and bricolage researchers: The case of Religious Education

This is the author accepted manuscript. The final version is available from Taylor & Francis via the DOI in this record.This article reconceptualises school teachers and pupils respectively as ‘pedagogical bricoleurs’ and ‘bricolage researchers’ who utilise a multiplicity of theories, concepts, methodologies and pedagogies in teaching and/or researching. This reconceptualization is based on a coalescence of generic curricular and pedagogical principles promoting dialogic, critical and enquiry-based learning. Innovative proposals for reconceptualising the aims, contents and methods of multi-faith Religious Education in English state-maintained schools without a religious affiliation are described, so as to provide an instance of and occasion for the implications of these theories and concepts of learning. With the aim of initiating pupils into the communities of academic enquiry concerned with theology and religious studies, the ‘RE-searchers approach’ to multi-faith Religious Education in primary schools (5-11 year olds) is cited as a highly innovative means of converting these curricular and pedagogical principles and proposals into practical classroom procedures that are characterised by multi-, inter- and supra-disciplinarity; notions of eclecticism, emergence, flexibility and plurality; and theoretical and conceptual complexity, contestation and context-dependence.This work was supported by the Culham St Gabriel’s Trust and Hockerill Educational Foundation. It was undertaken in a partnership including the University of Exeter, The Learning Institute and Sir Robert Geffery’s Primary School

Introduction

publication-status: PublishedChapter from History, Remembrance and Religious Education edited by S. G. Parker, R. Freathy & L. J. Francis.This introductory chapter seeks to provoke reflection on the concepts that provide the theme for the volume overall: history, remembrance and religious education. It begins by setting out some epistemological and methodological questions concerning the writing of history, and demonstrates their ethical significance, specifically with regard to the Holocaust. It then exemplifies some historiographical considerations of pertinence to the present volume by drawing upon archival, oral life history and published documentary data collected during research into the history of Religious Education in England. Recent public pronouncements from David Bell, Richard J. Evans and Michael Gove are then discussed to highlight issues pertaining to the acts of remembrance concerning the 100th and 70th anniversaries of the start of the First World War in 1914 and the passing of the Butler Education Act (England and Wales) in 1944 respectively. It is argued that we have a moral obligation to engage with historical discourses and to participate in acts of remembrance. Lastly, the chapter outlines the contents of the remainder of the volume and summarises the various ways in which the contributing authors have addressed the theme of ‘History, Remembrance and Religious Education’

Raiders of the Lost Archives: Searching for the Hidden History of Religious Education in England

publication-status: PublishedChapter from History, Remembrance and Religious Education edited by S. G. Parker, R. Freathy & L. J. Francis.This chapter provides a justification for historical inquiry in Religious Education research and a critique of the existing historiography of Religious Education in England. It then provides a report of two research projects funded by The British Academy and the Westhill Endowment Trust. These projects were both concerned to address the problems we had identified in the existing historiography by exploring the ‘hidden history’ of Religious Education in England between 1969 and 1979, when a radical shift in the nature and purpose of the subject is alleged to have occurred. The main methodological and substantive findings from these projects are discussed, as well as the extent to which we succeeded in achieving our aims. Finally, we briefly set out our agenda for future historical research based on a discussion of the need to place the history of Religious Education in England in four particular contexts: the wider curriculum; educational institutions and structures; religion(s) and the academic study of religion(s); and international and supranational comparators, movements and influences. This process of curriculum contextualization implies not just drilling down within the existing historiographical parameters of English Religious Education to unearth previously hidden data, but reframing the field of study more broadly and in a manner that might be relevant for all curriculum history

The response to patient deterioration in the UK National Health Service - A survey of acute hospital policies.

BACKGROUND: The assessment of acute-illness severity in adult non-pregnant patients in the United Kingdom is based on early warning score (EWS) values that determine the urgency and nature of the response to patient deterioration. This study aimed to describe, and identify variations in, the expected clinical response outlined in 'deteriorating patient' policies/guidelines in acute NHS hospitals. METHODS: A copy of the local 'deteriorating patient' policy/guideline was requested from 152 hospitals. Each was analysed against pre-determined areas of interest, e.g., minimum expected vital sign observations frequency, expected response and expected staff response times. RESULTS: In the 55 responding hospitals (36.2%), the documented structure and process of the response to deterioration varied considerably. All hospitals used a 12-hourly minimum vital signs measurement frequency. Thereafter, for a low-risk patient, the minimum frequency varied from '6-12 hourly' to 'hourly'. Frequencies were higher for higher risk categories. Expected escalation responses were highly individualised between hospitals. Other than repeat observations, only nine (16.4%) documents described specific clinical actions for ward staff to consider/perform whilst awaiting responding personnel. Maximum permitted response times for medium-risk and high-risk patients varied widely, even when based on the same EWS. Only 33/55 documents (60%) gave clear instructions regarding who to contact 'out of hours'. CONCLUSIONS: The 'deteriorating patient' policies of the hospitals studied varied in their contents and often omitted precise instructions for staff. We recommend that individual hospitals review these documents, and that research and/or consensus are used to develop a national algorithm regarding the response to patient deterioration

Religious Education, Big Ideas and the study of religion(s) and worldview(s)

This is the author accepted manuscript. The final version is available from Taylor & Francis (Routledge) via the DOI in this record.This article outlines the ‘Big Ideas’ approach to curriculum reform, as applied in the ‘Principles and Big Ideas of Science Education’ project (Harlen 2010). 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 (Wintersgill 2017). 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 mean 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.The ‘Identifying Principles and Big Ideas for Religious Education’ project was supported by the St Luke’s College Foundation (016J-086). The ‘RE-searchers: A critical dialogic approach to Religious Education in primary schools’ project was supported by the Culham St. Gabriel’s Trust and Hockerill Education Foundation

Towards international comparative research on the professionalization of Religious Education

publication-status: Publishedtypes: ArticleThis article calls for international comparative research on the professionalisation of Religious Education (RE). To this end, it provides a rationale for focusing upon the concept of professionalisation and a theoretical justification for international comparative research, particularly identifying its significance in terms of the development of RE in England and Germany. The article outlines a methodology for exploring the concepts of professional knowledge, professional self-organisation and politics and professional development. The proposed methodology involves a systematic analysis of primary documentary sources including: (1) academic and professional journal articles and textbooks; (2) the archives of relevant institutions and organisations; and (3) external evidence, such as inspection and research reports. An analytical case study of two leading journals in each national context, Religion in Education in England and Der Evangelische Erzieher in Germany, in the immediate post-war era is appended to illustrate the benefits of implementing such a methodology across national boundaries

Context, Complexity and Contestation: Birmingham's Agreed Syllabuses for Religious Education since the 1970s

publication-status: AcceptedThis is an Author's Original Manuscript of an article whose final and definitive form, the Version of Record, has been published in the Journal of Beliefs and Values, September 2011. Available online at: http://www.tandfonline.com/ or DOI: 10.1080/13617672.2011.600823The present article offers an historical perspective on the 1975, 1995 and 2007 Birmingham Agreed Syllabuses for Religious Education. It draws upon historical evidence uncovered as part of ‘The hidden history of curriculum change in religious education in English schools, 1969–1979’ project, and curriculum history theories, especially David Labaree’s observations about the distance between the ‘rhetorical’ and ‘received’ curricula. We argue that, contrary to the existing historiography, curriculum change in religious education (RE) has been evolutionary not revolutionary. Multiple reasons are posited to explain this, not least among which is the capacity and agency of teachers. Furthermore, we argue that ongoing debates about the nature and purpose of RE, as exemplified in the Birmingham context, reflect the multiple expectations that religious educators and other stakeholders had, and continue to have, of the curriculum subject. These debates contribute to the inertia evident in the implementation of RE curriculum reforms. A consciousness of the history of RE enables curriculum contestations to be contextualised and understood, and, thereby, provides important insights which can be applied to ongoing and future debates and developments

Genetic variation at CHRNA5-CHRNA3-CHRNB4 interacts with smoking status to influence body mass index

Cigarette smoking is associated with lower body mass index (BMI), and a commonly cited reason for unwillingness to quit smoking is a concern about weight gain. Common variation in the CHRNA5-CHRNA3-CHRNB4 gene region (chromosome 15q25) is robustly associated with smoking quantity in smokers, but its association with BMI is unknown. We hypothesized that genotype would accurately reflect smoking exposure and that, if smoking were causally related to weight, it would be associated with BMI in smokers, but not in never smokers

Type 2 Diabetes Risk Alleles Are Associated With Reduced Size at Birth

OBJECTIVE: Low birth weight is associated with an increased risk of type 2 diabetes. The mechanisms underlying this association are unknown and may represent intrauterine programming or two phenotypes of one genotype. The fetal insulin hypothesis proposes that common genetic variants that reduce insulin secretion or action may predispose to type 2 diabetes and also reduce birth weight, since insulin is a key fetal growth factor. We tested whether common genetic variants that predispose to type 2 diabetes also reduce birth weight. RESEARCH DESIGN AND METHODS: We genotyped single-nucleotide polymorphisms (SNPs) at five recently identified type 2 diabetes loci (CDKAL1, CDKN2A/B, HHEX-IDE, IGF2BP2, and SLC30A8) in 7,986 mothers and 19,200 offspring from four studies of white Europeans. We tested the association between maternal or fetal genotype at each locus and birth weight of the offspring. RESULTS: We found that type 2 diabetes risk alleles at the CDKAL1 and HHEX-IDE loci were associated with reduced birth weight when inherited by the fetus (21 g [95% CI 11-31], P = 2 x 10(-5), and 14 g [4-23], P = 0.004, lower birth weight per risk allele, respectively). The 4% of offspring carrying four risk alleles at these two loci were 80 g (95% CI 39-120) lighter at birth than the 8% carrying none (P(trend) = 5 x 10(-7)). There were no associations between birth weight and fetal genotypes at the three other loci or maternal genotypes at any locus. CONCLUSIONS: Our results are in keeping with the fetal insulin hypothesis and provide robust evidence that common disease-associated variants can alter size at birth directly through the fetal genotype

Smoking Is Associated with, but Does Not Cause, Depressed Mood in Pregnancy – A Mendelian Randomization Study

Smokers have a higher prevalence of major depressive episodes and depressive symptoms than the general population, but whether this association is causal, or is due to confounding or reverse causation is uncertain because of the problems inherent in some epidemiological studies. Mendelian randomization, in which a genetic variant is used as a surrogate for measuring exposure, is an approach which may be used to better understand this association. We investigated the rs1051730 single nucleotide polymorphism in the nicotine acetylcholine receptor gene cluster (CHRNA5-CHRNA3-CHRNB4), associated with smoking phenotypes, to determine whether women who continued to smoke were also more likely to report a low mood during pregnancy. We found among women who smoked pre-pregnancy, those with the 1051730 T allele smoked more and were less likely to quit smoking during pregnancy, but were also less likely to report high levels of depressed mood at 18 weeks of pregnancy (per allele OR = 0.84, 95%CI 0.72 to 0.99, p = 0.034). The association between genotype and depressed mood was limited to women who were smokers prior to pregnancy, with weak evidence of an interaction between smoking status and genotype (p = 0.07). Our results do not support a causal role of smoking on depressed mood, but are consistent with a self-medication hypothesis, whereby smoking is used to alleviate symptoms of depression. A replication study using multiple genetic variants which influence smoking via different pathways is required to confirm these findings and provide evidence that the genetic variant is reflecting the effect of quitting smoking on depressed mood, and is not directly affecting mood