Overview

This book presents the theoretical basis and practical steps involved in using Statement Archaeology, an innovative method that enhances understandings of policy development, exemplifying its use in relation to one curriculum subject, Religious Education. The book is the first of its kind to fully describe the theoretical foundations of Statement Archaeology and the practical steps in its deployment, acting as a methodological handbook that will enable readers to use the method subsequently in their own research. Further, the book offers an unparalleled contribution to the historical account of the development and maintenance of compulsory RE in English state-maintained schools and uses this to engage with key current debates in Religious Education policy. It unearths important insights into how the present is built, informs future policy direction and potential implementation strategies, and helps prevent the repetition of unsuccessful past endeavours. This book will be of great interest for academics, researchers and post-graduate students in the fields of religious education, educational policy and politics, and research methods in education.

Full Product Details

Author:   Jonathan Doney
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.180kg
ISBN:  

9780367682712

ISBN 10:   0367682710
Pages:   198
Publication Date:   01 August 2022
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

CHAPTER 1 - An Introduction to Statement Archaeology Introduction Becoming familiar with Statement Archaeology Theoretical foundations Foucault’s principles for historical enquiry Statement Archaeology in practice Selecting appropriate starting points Interrogating the statements selected Contextualising English Religious Education The introduction and maintenance of compulsory provision of RE English RE a story of Indoctrination, Ideology and Instrumentalization? Indoctrination Ideologies in RE Instrumentalization in English RE Current debates in English RE Structure of the book Notes CHAPTER 2 - How Did The Provision of RE Become Compulsory? Introduction The criteria of formation of Statement One Circumstances of production Authorship and authority of Statement One The criteria of transformation of Statement One Statement One in context Assessing the originality of Statement One 1944 Education Act Educational Reconstruction: the 1943 White Paper Educational Aims – The Conservative and Unionist Party Report The Green Book, June 1941 The Archbishops’ Five Points of 1941 The programmatic nature of Statement One The criteria of correlation of Statement One Correlation between Statement One and its own domain of discourse Correlation between Statement One and other domains of discourse Religion in Education The Times, 1940 and 1941 Subsequent repetitions of Statement One How did it become possible for the provision of religious teaching to be made compulsory under the 1944 Education Act? Notes CHAPTER 3 - Making Little Christians Introduction The criteria of formation of Statement Two Circumstances of production The Institute of Christian Education (ICE) Study and Research Committee Religious Education in Schools: The 1954 Report Authorship and authority of the report The criteria of transformation of Statement Two Assessing the originality of Statement Two The Programmatic nature of Statement Two The criteria of correlation of Statement Two Correlation between Statement Two and its own domain of discourse Correlation between Statement Two and other domains of discourse Subsequent repetition and non/repetition of Statement Two Changing rules for the repeatability of Statement Two. The rise and fall of proselytizational RE? Notes CHAPTER 4 - Unearthing Religious Pluralism in RE Introduction The criteria of formation of Statement Three The context in which WP36 was produced The Religious Education in Secondary Schools Project Production, authorship and authoritative status of WP36 The criteria of transformation of Statement Three Assessing the originality of Statement Three Towards the origin of the statement The programmatic nature of Statement Three The criteria of correlation of Statement Three Correlation between Statement Three and its own domain of discourse Correlation between Statement Three and other domains of discourse Reception and subsequent repetition of Statement Three Unearthing Religious Pluralism in RE Notes CHAPTER 5 – The Changing Peculiarity of Compulsory Religious Education Introduction The criteria of formation of Statements Four and Five The political context in which the Education Reform Bill was produced Religious Education and The Education Reform Bill 1987 The criteria of transformation of Statements Four and Five Assessing the originality of Statement Four and Five The origin of Statement Four Responses to the Consultation Document Attempts to include RE in the National Curriculum RE and the Basic Curriculum The origin of Statement Five Exposing ideological commitments Attempts to prescribe the content of Religious Education RE should be predominantly Christian… The programmatic nature of Statements Four and Five The criteria of correlation of Statements Four and Five Correlation between Statements Four and Five and their own domain of discourse Correlation between Statements Four and Five and other domains of discourse Initial repetition of Statement Four Initial repetition of Statement Five Subsequent repetition of Statements Four and Five The changing peculiarities of compulsory Religious Education Notes CHAPTER 6 - Indoctrination, Ideology, and Instrumentalization in English RE Introduction How did the compulsory provision of RE become and remain possible? To what extent is the story of English RE one of ‘Indoctrination, Ideology and Instrumentalization’? Informing current debates Should RE remain compulsory? By whom, and to what ends, should the content of the RE curriculum should be determined? Should there be a right of withdrawal (and if so, how should it work)? Understanding the process of change Conclusion Notes CHAPTER 7 - Applying Statement Archaeology Introduction Revisiting the theoretical underpinnings of Statement Archaeology Why Statement Archaeology and not Statement Genealogy?’ Why focus so much on the search for discontinuities? What makes Statement Archaeology different to other approaches to Critical Discourse Analysis? Revisiting the use of Statement Archaeology in practice Balancing the three criteria Using multiple starting points Which avenues of investigation to follow? Interpretation of artefacts Reflecting on the use of Statement Archaeology in other fields What might Statement Archaeology reasonably achieve in your work? What ethical issues should you consider? What potential developments might affect your use of Statement Archaeology? Using Statement Archaeology in your work Conclusion Notes

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Author Information

Jonathan Doney is a lecturer at the University of Exeter’s Graduate School of Education where he teaches history of education and education policy. His research interests focus on educational policy development, methodological innovation and the transmission of educational ideas.

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