Religions and the history of education: a historiography

Raftery, Deirdre

doi:10.1080/0046760x.2011.640355

Cited by 9 publications

(11 citation statements)

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“…Space does not permit a full exploration of such contextual influences here, but we have discussed them in other published studies (see Parker & Freathy 2011a;2011b;Freathy & Parker 2012;. We also do not attempt to provide here a history of wider Christian involvement in education, such as that represented amongst denominational societies across this period (Raftery 2012). Indeed, a systematic, denominationally-differentiated history of the religious curriculum of schools in the English context has yet to be written.…”

Section: Research Parametersmentioning

confidence: 99%

The professionalisation of non-denominational religious education in England: politics, organisation and knowledge

Freathy

Doney

2016

Journal of Beliefs & Values

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In response to contemporary concerns, and using neglected primary sources, this article explores the professionalisation of teachers of Religious Education (RI/RE) in nondenominational, state-maintained schools in England. It does so from the launch of Religion in Education (1934) and the Institute for Christian Education at Home and Abroad (1935) to the founding of the Religious Education Council of England and Wales (1973) and the British Journal of Religious Education (1978). Professionalisation is defined as a collective historical process in terms of three inter-related concepts: (1) professional self-organisation and professional politics, (2) professional knowledge, and (3) initial and continuing professional development. The article sketches the history of non-denominational religious education prior to the focus period, to contextualise the emergence of the professionalising processes under scrutiny. Professional self-organisation and professional politics are explored by reconstructing the origins and history of the Institute of Christian Education at Home and Abroad, which became the principal body offering professional development provision for RI/RE teachers for some fifty years. Professional knowledge is discussed in relation to the content of Religion in Education which was oriented around Christian Idealism and interdenominational networking. Changes in journal name in the 1960s and 1970s reflected uncertainties about the orientation of the subject and shifts in understanding over the nature and character of professional knowledge. The article also explores a particular case of resistance, in the late 1960s, to the prevailing consensus surrounding the nature and purpose of RI/RE, and the representativeness and authority of the pre-eminent professional body of the time. In conclusion, the article examines some implications which may be drawn from this history for the prospects and problems of the professionalisation of RE today.

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Section: Research Parametersmentioning

confidence: 99%

The professionalisation of non-denominational religious education in England: politics, organisation and knowledge

Freathy

Doney

2016

Journal of Beliefs & Values

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“…Scholarship in which historians of education have researched religions and religious contexts, appeared in an article in a special issue of History of Education (Raftery, 2012), published to mark the fiftieth anniversary of that journal. To meet the editorial requirements of the special issue, the article was confined to the examination of research that had been published in the fiftyyear life of History of Education.…”

Section: Themes and Approaches In Research On Religion In The Historymentioning

confidence: 99%

“…The relationship between mission and the imperial past has received considerable treatment. Overwhelmingly the perspective taken by scholars writing on missionary activity has been to position their findings within discourse on colonialism (Raftery 2012). Historians have examined the work of mission schools as an arm of imperialism, exploring themes such as cultural imperialism, social control and the creation of 'colonial subjects' (Whitehead 1995;Takeshi and Mangan 1997;Bara 2005;Evans 2008;Hall 2008;Watts 2009;Allender 2010;.…”

Section: God's Empire: the Mission Imperative In The History Of Educamentioning

confidence: 99%

“…As I have noted elsewhere, this perspective could usefully be brought to bear in researching the involvement of missionaries and their legacy to education. Generally, scholars have found it easy to adopt a critical position towards the involvement of the various Churches in education, with the result that it has become unpopular (or not 'politically correct' , to borrow from Whitehead) to find anything noteworthy in Church interference in learning (Raftery 2012).…”

Section: God's Empire: the Mission Imperative In The History Of Educamentioning

confidence: 99%

“…Smyth (2007) and Bruno-Jofré (2005) have worked on teaching orders in Canada; Curtis (2000), Kilroy (2000; and Rogers (1998; have written on French women religious in education; and Coburn and Smith (1999) and McGuinness (2013) on nuns in the United States, have all greatly illuminated our understanding of what women religious contributed to teaching, the building of schools, and educational leadership more generally. In Britain and Ireland, scholarship on women religious and education has been a growth area in research particularly since the 1990s, and includes the work of Raughter (1995), Peckham Magray (1998), Kealy (2007), Luddy (2012) and Raftery (2012;. A common tension in the life of teaching Sisters is finding a balance between being a 'good teacher' and a 'good religious' , and this has been explored by Mangion (2005) in her study of British convents.…”

Section: Monastic and Conventual Education: New Approaches In Historimentioning

confidence: 99%

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Religion and Education: Framing and Mapping a Field

2019

Self Cite

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This publication makes the case for ‘religion and education’ as a distinct, but cross-disciplinary, field of inquiry. To begin with, consideration is given to the changing dynamic between ‘religion and education’ historically, and the differing understandings of religious education within it. Next, ‘religion and education’ is examined from methodologically specific perspectives, namely the philosophical, historical and sociological. The authors outline the particular insights to be gleaned about ‘religion and education’ on the basis of their commitment to these methodological standpoints. Overall, this publication is concerned with demonstrating the scope of the field, and the importance of having a range of disciplinary, and interdisciplinary, perspectives informing it.

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Negotiated and Mediated Lives: Bolivian teachers, New Zealand missionaries and the Bolivian Indian Mission, 1908–1932

Morrison¹

2016

Itinerario

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This article places missionary education squarely at the centre of any consideration of European expansion in the modern era. It focuses more specifically on the place of local teachers in Bolivia and their relationship with one evangelical Protestant mission, the Bolivian Indian Mission, which originated in New Zealand in the early 1900s. It takes a non-metropole and a “multi-sited” approach to missions and education. It argues that what we know about Bolivian teachers was mediated through the missionary voice and that these teachers negotiated their lives within a particular missionary space, in which there operated a number of intersecting influences from other sites within the wider imperial or Western network. It aims to both reclaim the identities of Bolivian teachers (focusing on teachers’ identity and function) and to reflect critically on intrinsic methodological and conceptual issues (emphasizing the nature of sources, missionary discourse, the resulting status of Bolivian teachers, and Bolivian agency).

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Religions and the history of education: a historiography

Cited by 9 publications

References 0 publications

The professionalisation of non-denominational religious education in England: politics, organisation and knowledge

The professionalisation of non-denominational religious education in England: politics, organisation and knowledge

Religion and Education: Framing and Mapping a Field

Negotiated and Mediated Lives: Bolivian teachers, New Zealand missionaries and the Bolivian Indian Mission, 1908–1932

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