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Warwick REDCo Individual Studies

Judith Everington (University of Warwick plus Warwickshire schools)

The interpretive approach, beginning teachers and the development of initial teacher training strategies

How can teachers in their initial training apply the principles of the interpretive approach in relation to the diverse backgrounds and needs of their pupils? What can they learn, progressively, about how to use the principles of the interpretive approach as foci for the improvement of their teaching?

 

Nigel Fancourt (Lord Williams’ School, Thame, Oxfordshire)

Pupil self-assessment in religious education and the concepts of the interpretive approach – an action research study

How effective is discussion as a method of self-assessment, when religious education students are attempting to understand difference?

 

Kate Gater (Bilton Grange Preparatory School, Rugby)

Encountering Difference: Introducing 12 and 13 year olds to the Sikh tradition

What is the value of direct dialogue with members of an unfamiliar tradition? Which pedagogical strategies promote the most effective comparison and contrast of one’s own ideas about life with those of others?

 

Julia Ipgrave (Oxford Brookes University, Christian Muslim Forum, Regent College, Leicester plus Birmingham Schools)

Media and Identity

What is the nature of 10 and 11 year olds' media interaction? How does it shape their self-identification and their identification of others? Young
Muslims and Christians from Birmingham primary schools work together with sixth formers, teachers and media professionals in reviewing critically
the representation of their faiths by news media.

 

Joyce Miller (Education Bradford plus a Bradford secondary school)

The application of the interpretive approach to teachers’ continuing professional development

Can the use of the interpretive approach help to increase teacher confidence, sensitivity and understanding in dealing with pupils from a range of backgrounds and in promoting community cohesion? Will the teachers become more skilled as ‘cultural navigators’?

 

Gemma O’Dell (Barton Court Grammar School, Longport, Canterbury, Kent)

Intercultural religious education in a relatively mono-cultural local environment

How can teenagers in a predominantly white, economically advantaged local area be encouraged to consider issues of religious and cultural diversity? The issue of religious education as a ‘gendered’ subject will be given particular attention.

 

Kevin O’Grady (High Storrs School, Sheffield)

Motivation of secondary students and RE

What methods and procedures help to motivate secondary students to participate actively in a religious education which explores difference and diversity?

 

Karen Van Coevorden (South Park Primary School, Redbridge)

The Experience of Muslim supplementary education in an East London primary school

Are young British-based Muslims helped to consider issues of religious and cultural diversity as a part of their faith-based education? In particular, what are young Muslims learning about Christianity and what attitudes are they forming towards the Christian faith?

 

Amy Whittall (King Edward V1 School, Birmingham)

Developing appropriate principles and strategies for the teaching of gifted and talented students of religious education

How can the concepts of the interpretive approach be used in the development of forms of religious education that meet the particular needs of gifted and talented students? What roles can action research play in the development of these forms of religious education that engage with ‘difference’?

 

Linda Whitworth (Middlesex University and London schools)

Developing Confidence amongst non-specialist teachers of Primary religious education: An Action Research Study using the concepts of the Interpretive Approach

Can knowledge and understanding of the interpretive approach boost the confidence of teachers in initial training? Can action research strategies be useful to teacher educators?