‘Does RE work?’ An analysis of the aims, practices and models of effectiveness of religious education in the UK

Abstract

Possibly the largest qualitative study in RE policy and practice in many years, the AHRC/ESRC Religion and Society project ‘Does RE work? An analysis of the aims, practices and models of effectiveness in religious education in the UK’, headed by the University of Glasgow, seeks to map the complex processes of curriculum formation as experienced in practice in a range of schools across the UK. Employing an ethnographic model of enquiry, combined with practitioner research, the project seeks to investigate the meanings and intentions of RE in the school contexts in which they are situated. Initial draft findings from the project are presented, along with methodological considerations and future research directions for the interdisciplinary team.

Keywords:

• ethnography
• policy
• practice
• brokerage
• Key Stage 4
• practitioner enquiry

Notes

1. The role and influence on RE of a single key broker is demonstrated by this individual, who:

1. is the former head of department at one of the Scottish schools studied;

2. the head of department at another participating school had worked under his headship at another school in the area;

3. is responsible for RE initial teacher training at Aberdeen University;

4. has a role on the SQA board of examiners and with Learning and Teaching Scotland.