Self assessment in religious education

This research investigates the nature of pupil self-assessment in religious education. It considers the implications of theories of self-assessment as assessment for leaming for self-reflection in pedagogies of pluralistic religious education, and vice versa. Assessment for learning: Research on assessment has claimed that selfassessment is essential in formative assessment, to combat the negative effects of summative assessment. Other recent research has considered the situated nature of classroom practice. How would these classroom factors affect selfassessment in RE? Policy and pedagogy In religious education: The history of the current policy documents is analysed using policy scholarship, and the tension is revealed between measurable intellectual skills and a wider understanding of the place of religious education in developing tolerance and respect, both in the England and Wales, and internationally. Are policy and assessment properly aligned? Practitioner research: Virtue theory is developed as a research paradigm for practitioner research for professional development. Rigour is established through a reflexive use of qualitative, largely ethnographic methods, especially group interviews. Analysis includes consideration of pupils' assessment careers. Reflexive self-assessment: As a result of analyzing the data on assessment and religious education an original form of self-assessment is proposed. Reflexive self-assessment is a subject-specific model of self-assessment, linked to interpretive approaches. This harmonizes classroom self-assessment of both intellectual skills and intercultural values. The classroom conditions necessary to allow it to develop are examined. The implications of this for theories of self-assessment, learning autonomy and current policies of religious education are considered. Finally, the research is reviewed, notably the implications for researching and teaching, and future developments. The quality of the research is defended, in terms of significance, originality and rigour

Clinical Study The Incidence and Risk Factors for Lower Limb Skin Graft Failure

Lower limb skin grafts are thought to have higher failure rates than skin grafts in other sites of the body. Currently, there is a paucity of literature on specific factors associated with lower limb skin graft failure. We present a series of 70 lower limb skin grafts in 50 patients with outcomes at 6 weeks. One-third of lower limb skin grafts went on to fail with increased BMI, peripheral vascular disease, and immunosuppressant medication use identified as significant risk factors

Is self-assessment in religious education unique?

This paper addresses the question: is self-assessment in religious education unique? It first presents an overview of some challenges for assessment from subject differences, and then reviews the generic literature on self-assessment. It builds on earlier empirical research on self-assessment in religious education, carried out in an English state secondary school (Fancourt 2010); this was used to propose a variant of self-assessment which is tailored to the demands of religious education – reflexive self-assessment. Its implications for more general understandings of the relationship between subject pedagogy and self-assessment are discussed, especially the recognition of values not only in religious education but in other subjects too, reinforcing the need to develop subject-specific variants of self-assessment that reflect the breadth of learning outcomes

Religions, beliefs and education in the European Court of Human Rights: investigating judicial pedagogies

This book represents an exposition of ‘judicial pedagogies’ as a new concept, and discusses juridical-educational issues in detail, through an analysis of the educational claims and assumptions of judges’ decisions in the European Court of Human Rights (ECtHR). It sheds light on how, within courtrooms around the world, judges are increasingly being asked to decide upon issues of religion and belief in schooling, whether about admissions policies, curriculum planning, or pupils’ and teachers’ dress and jewellery. With key human rights principles at stake, these proceedings are often fraught, clashing with strong opinions about education and schooling. Focusing on decisions made in the European Court of Human Rights (ECtHR), the author considers how the supranational court looks at these issues, and considers the ECtHR’s role within the European Education space. Drawing upon research and scholarship surrounding these questions, the book surveys a series of educational issues, including curriculum and assessment, and takes a comparative approach in the discussion of case studies to demonstrate the variety and depth of judges’ thinking. Thus, rather than considering the national or supranational legal principles and questions as jurisprudential issues, typically about religion or human rights, it reviews them from an educational perspective – as ‘folk’ theories of teaching and learning. Finally, it considers the implications of a theory of judicial pedagogy for the courts’ educational competence in deciding on these matters, for education and educational policy research, the European education space, legal scholarship, and for legal and judicial education. Developing a novel and innovative approach to the pedagogies at play in a courtroom and providing fresh insights into the courts as agents of social change, it will appeal to scholars and researchers working across the disciplines of education, law, and religious studies

Schools and religions: the law and the courts – Costa Rica, England, France, Italy, Senegal, South Africa, Switzerland and Turkey

The place of religions within schooling is almost inevitably bound up in various legal requirements, both national, often in constitutional arrangements, and supranational, such as human rights obligations. At a national level, constitutions can vary across a spectrum, from complete theocracy, such as contemporary Iran, to aggressive anti-religious atheism, notably in Communist states, such as the former Soviet Union or Maoist China. In between, there are more moderated forms of secularity, such as the paradigmatic case of laïcité in France, to an established religion, such as Greece. These positions are however not static, and countries adjust either constitutionally or simply administratively to political and social changes. One example has been the shift in post-Soviet states, such as Poland or Russia, towards greater recognition of religions. Other states have had to adjust to a decline in national religiosity, and/or to increasing religious diversity: Great Britain exemplifies both. However, in many states, constitutional changes are somewhat tectonic, requiring considerable explicit political energy and agreement to be approved, and instead, there are often new legal requirements that cover particular domains of public life, of which education is one. These are themselves sometimes in response to the organic changesin practice which schools and teachers make, and which governments then seek to make legally compulsory in all schools – or indeed to prohibit if they disapprove of them...

Religious Freedom in English Schools: Neoliberal Legality and the Reconfiguration of Choice

This paper considers how the longstanding liberal principle of freedom of religion in education in England was recontextualised within a marketised system of school choice. First, the potential conflict between the right to freedom of belief and to education is outlined. The notion of neoliberal legalism is explored, first in identifying and defining neoliberalism as a model of regulation by market forces, then in outlining ‘neoliberal legality’, as the manifestation of this approach in law. Next, the paper presents a narrative account of the development in England of the principle of religious freedom in education up to the Education Act 1944. The neoliberal turn is considered, in the 1988 Education Reform Act and subsequent legislation, showing how while the provision remains, religion is effectively one marker of school choice and strategic school selection, rather than purely a fundamental personal freedom. This is discussed in relation to neoliberal recontexualisation of existing law, and the neoliberal governance of religions

Argumentation in religious education in England: an analysis of locally agreed syllabuses

The importance of developing students’ ability to argue effectively is generally recognised across the curriculum, however what this means within religious education has not been thoroughly investigated. We explore this issue first through an initial review of both wider philosophical and curriculum literature on argumentation, notably Toulmin’s work, and then a review of relevant research within religious education. We then describe our curriculum analysis, addressing three research questions focusing on the frequency, purpose and conceptualisation of argumentation, though a mixed-methods curriculum analysis of locally agreed syllabuses across England (LASs). A quantitative analysis of frequency in thirty-five LASs showed that although argumentation was never mentioned, other cognates were always present. A detailed qualitative analysis of six LASs showed that its purpose was linked to personal expression within democratic participation, and epistemic and empathetic flexibility. Using Toulmin’s model of argumentation as a frame, it is generally conceptualised around the elements of claim, evidence and rebuttal, but the precise nature of evidence, warrant and backing are not explicit, especially as the field-dependent elements are unspecified. The implications of these findings for both general conceptualisations of argumentation and curriculum development within religious education are outlined

Addressing ethical quandaries in practitioner research: a philosophical and exploratory study of responsible improvisation through hermeneutical conversation

In education and elsewhere, practitioner researchers sometimes experience ethical bewilderment when established university-based codes prove inadequate. We delineate this philosophically as a quandary, rather than a dilemma, necessitating responsible improvisation, which may be supported through hermeneutical conversation. We describe an exploratory study with eight participants. Analysis of pictorial designs, texts and interviews showed how they experienced quandaries (competing goods at stake, imagined negative consequences, an ongoing ethical impasse) and how they addressed them through hermeneutical conversation (the moral salience of the particular, the art of ethical improvisation). The implications for research in teacher education and research ethics guidance are considered

Negotiating and constructing religious identities in English secondary schools: a study of the reported experiences of adolescent Christians, Jews, and Muslims

The increasing diversity of societies is one of the most important educational issues of the globalised era. However, while some attention has been paid to the schooling experiences of racial, ethnic and immigrant minorities in Western societies, little research has been conducted with religious adolescents.This thesis explores the complexities of religious adolescents’ experiences of English secondary schools. As an exploratory study, I employed an emergent research design carrying out loosely-structured, group and single interviews at eleven places of worship to investigate the schooling experiences of 99 adolescent Christians, Jews and Muslims. In order to interpret their reported experiences, I applied a theoretical model based on the Students’ Multiple World Framework in conjunction with concepts of religious identity negotiation and construction.The interview data show how Christians, Jews and Muslims negotiate their religious identities in the context of the numerous challenges presented by secondary schools in a religiously plural and largely secular society. In classroom worlds participants perceived their religious traditions to be distorted, inaccurately or unfairly represented. In peer worlds participants reported that they could experience prejudice, and criticism of their beliefs. Christians, Jews and Muslims reported two principal management strategies in the face of these challenges, either: declaring their religious identity openly, or by masking it in public.The findings of this study are highly relevant to debates about the role of religion in education, including those concerning faith and Church schools and the nature and purpose of the curriculum subject Religious Education.This thesis is not currently available via ORA