Does religious education work? A multidimensional investigation

TL;DR: The Re-searchers project as discussed by the authors ) is a critical dialogic approach to religious education in primary schools, which was supported by the Culham St. Gabriel's Trust and Hockerill Education Foundation.

TL;DR: In this paper, the authors examine the debate between Liam Gearon and Robert Jackson concerning the politicisation of religious education and suggest that the politicising assumptions behind REDCo in fact extend rather than counter secularisation.

TL;DR: In this paper, a methodology for exploring the concepts of professional knowledge, professional self-organisation and politics and professional development is proposed, which involves a systematic analysis of primary documentary sources including: (1) academic and professional journal articles and textbooks; (2) archives of relevant institutions and organisations; and (3) external evidence, such as inspection and research reports.

TL;DR: A model of relational pedagogy grounded in Kojève’s realist reading of Hegel is developed, which highlights three points of incompatibility with a datafied learning environment reduced to finite measures and draws attention to a need for relations of human pedagogical work to be inherent in the design of educational technologies.

TL;DR: In this paper, the retention of secondary religious education teachers trained at one institution over a ten-year period was investigated and 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.

TL;DR: The second of two articles as discussed by the authors draws attention to issues and concerns that constrain secondary religious education (RE) in contemporary Scotland, focusing on resources for RE related to inadequate staff support and shortage of qualified RE teachers.