Sally Elton-Chalcraft
Biographic Data
| ID | 2122413 |
|---|---|
| NAME | Sally Elton-Chalcraft |
| GIVEN NAMES | Sally |
| FAMILY NAME | Elton-Chalcraft |
| SIGNATURE | ELTON-CHALCRAFT S |
| AFFILIATIONS | University of Cumbria |
| ORCID | 0000-0002-3064-7249 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 17 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Knowledge and religious education
This article explores differing scholarly views on the relationship between knowledge and Religious Education (RE) within a British context. Using a metalogue methodology – a structured, reflective dialogue – the perspectives of three scholars are presented facilitated by a fourth scholar. The method preserves individual voices while fostering interactive debate. The discussion includes – disagreements on the nature and definition of knowledge an…
Teachers’ constructions of mutual respect and tolerance through the lens of Religious Education
This study stems from our interest in policy requirement from the Department for Education in England that instructs all teachers to promote a set of fundamental British values, including mutual respect and tolerance for people of different faiths and beliefs. Working from a social constructionist epistemological standpoint, the first author collected data to explore how seven Religious Education (RE) practitioners who work in three contrasting s…
Muslims as a suspect community
The problematic, illogical, arguably unethical concept of ‘Muslims as a suspect community’ has been explored in the literature for over a decade, following early discussions. We seek to offer a novel set of questions and responses to the debate with the intention of offering a means by which fruitful classroom discussion can be facilitated. We set out the problem of regarding Muslims as a discrete community, consider the ascription of ‘suspect’ t…
(De)constructing a Dar-ul-Uloom Aalim's Identity in Contemporary Britain
The controversial events of 2001 (9/11) and 2005 (7/7) have led Britain's media and policy makers to view the proliferation of orthodox Islamic seminaries, Dar-ul-Ulooms (DUs), and their graduates (Ulamaa) with suspicion, further exacerbating the marginalisation of an already marginalised Muslim minority within mainstream British society. Due to ethnic, sociocultural, and religious differences, the identity of Ulamaa in modern-day Britain has bec…
Christian values in education
India’s education system is complex because it has to meet the needs of a population which is culturally, geographically, politically, religiously and economically diverse. The principal investigator spent two summers in India talking with teachers and learners. This paper reports on the impact of Christian values in the secular but arguably Hindu nationalist education system. Working within an interpretivist paradigm and through an ethnographic …
To promote, or not to promote fundamental British values? Teachers’ standards, diversity and teacher education
In this article we seek to problematize the presence of the requirement within the teachers’ standards (DfE, 2012), that they ‘should not undermine fundamental British values’ in the context of initial teacher education in England. The inclusion of this statement within the teachers’ code of conduct has made its way from the counter‐terrorism strategy, Prevent and raises questions about Britishness, values and the relationship between the state a…
Empty Wells? How Are We Doing at Spiritual Well-Being
Empty Wells
This paper presents ten teachers' perceptions of spirituality and considers how these can be categorized. A small research project, recently undertaken, is described. Teachers' stories are contextualised with biographical details, and are presented within a framework of four dimensions of Spirituality (the inner, the social and moral, the environmental and the transcendental) and Spirituality is defined metaphorically as a hologram with four dime…
To promote, or not to promote fundamental British values? Teachers’ standards, diversity and teacher education
In this article we seek to problematize the presence of the requirement within the teachers’ standards (DfE, 2012), that they ‘should not undermine fundamental British values’ in the context of initial teacher education in England. The inclusion of this statement within the teachers’ code of conduct has made its way from the counter‐terrorism strategy, Prevent and raises questions about Britishness, values and the relationship between the state a…
Empty Wells
This paper presents ten teachers' perceptions of spirituality and considers how these can be categorized. A small research project, recently undertaken, is described. Teachers' stories are contextualised with biographical details, and are presented within a framework of four dimensions of Spirituality (the inner, the social and moral, the environmental and the transcendental) and Spirituality is defined metaphorically as a hologram with four dime…
Empty Wells? How Are We Doing at Spiritual Well-Being
To promote, or not to promote fundamental British values? Teachers’ standards, diversity and teacher education
In this article we seek to problematize the presence of the requirement within the teachers’ standards (DfE, 2012), that they ‘should not undermine fundamental British values’ in the context of initial teacher education in England. The inclusion of this statement within the teachers’ code of conduct has made its way from the counter‐terrorism strategy, Prevent and raises questions about Britishness, values and the relationship between the state a…
Christian values in education
India’s education system is complex because it has to meet the needs of a population which is culturally, geographically, politically, religiously and economically diverse. The principal investigator spent two summers in India talking with teachers and learners. This paper reports on the impact of Christian values in the secular but arguably Hindu nationalist education system. Working within an interpretivist paradigm and through an ethnographic …
(De)constructing a Dar-ul-Uloom Aalim's Identity in Contemporary Britain
The controversial events of 2001 (9/11) and 2005 (7/7) have led Britain's media and policy makers to view the proliferation of orthodox Islamic seminaries, Dar-ul-Ulooms (DUs), and their graduates (Ulamaa) with suspicion, further exacerbating the marginalisation of an already marginalised Muslim minority within mainstream British society. Due to ethnic, sociocultural, and religious differences, the identity of Ulamaa in modern-day Britain has bec…
Muslims as a suspect community
The problematic, illogical, arguably unethical concept of ‘Muslims as a suspect community’ has been explored in the literature for over a decade, following early discussions. We seek to offer a novel set of questions and responses to the debate with the intention of offering a means by which fruitful classroom discussion can be facilitated. We set out the problem of regarding Muslims as a discrete community, consider the ascription of ‘suspect’ t…
Teachers’ constructions of mutual respect and tolerance through the lens of Religious Education
This study stems from our interest in policy requirement from the Department for Education in England that instructs all teachers to promote a set of fundamental British values, including mutual respect and tolerance for people of different faiths and beliefs. Working from a social constructionist epistemological standpoint, the first author collected data to explore how seven Religious Education (RE) practitioners who work in three contrasting s…
Knowledge and religious education
This article explores differing scholarly views on the relationship between knowledge and Religious Education (RE) within a British context. Using a metalogue methodology – a structured, reflective dialogue – the perspectives of three scholars are presented facilitated by a fourth scholar. The method preserves individual voices while fostering interactive debate. The discussion includes – disagreements on the nature and definition of knowledge an…
Sociology (6 works) · Psychology (5 works) · Religious Education and Schools (4 works) · Political science (3 works) · Religion, Spirituality, and Psychology (3 works) · Anthropology (2 works) · Education and Islamic Studies (2 works) · Law (2 works) · Pedagogy (2 works) · Philosophy (2 works)