Lynn Revell
Biographic Data
| ID | 3701160 |
|---|---|
| NAME | Lynn Revell |
| GIVEN NAMES | Lynn |
| FAMILY NAME | Revell |
| SIGNATURE | REVELL L |
| AFFILIATIONS | Canterbury Christ Church University |
| ORCID | 0000-0002-3133-3276 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 23 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Muslim voices in education
Debates about the experiences of Muslims in education are complex, not only because their experiences are diverse, and dependent on factors that are global, cultural, racial and shaped by social cl...
Islam as educational knowledge
This article discusses the way teachers in primary and secondary schools in England engaged with a project to develop a Worldviews approach to Islam in the RE classroom.The project identified challenges and barriers to the teaching of Worldviews that were demonstrated by some teachers' unwillingness to engage with knowledge and curriculum content that they believed to be illegitimate or controversial.The authors use Basil Bernstein's idea of educ…
Using Video and Multimodal Classroom Interaction Analysis to Investigate How Information, Misinformation, and Disinformation Influence Pedagogy
Misinformation is accidentally wrong and disinformation is deliberately incorrect (i.e., deception). This article uses the Pedagogy Analysis Framework ( paf ) to investigate how information, misinformation, and disinformation influence classroom pedagogy. 95 people participated (i.e., one lesson with 7-year-olds, another with 10-year-olds, and three with a class of 13-year-olds). The authors used four video-based methods (lesson video analysis, t…
Implementing the 'Prevent Duty' in England
This paper examines the implementation of the Prevent Duty to actively promote fundamental British values in English Further Education (FE). After critically reviewing the history of Prevent and the 2015 Duty to identify evidence of radicalisation in FE, data from interviews of strategic decision-makers in two distinct cases is analysed. The identification, interpretation and recirculation of verbal, graphic and behavioural signs of radicalisatio…
Fundamental British Values in Education
This timely book provides a critical analysis of the statutory requirements to promote Fundamental British Values in educational settings in the UK. It explores British values as they appear in contemporary policy and legislation as well as how Britishness as a concept has evolved in relation to education in the post-war period
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…
Predicting religion
This article reviews the influence of liberal ideas on the capacity for Religious Education (RE) to consider religions critically in a climate of increasing government intervention in education. It finds that criticality in some areas of RE is absent or limited but that in key areas criticality is evident if not always deeply embedded. It considers the possible contribution of questions taken from sociology, especially around the notion of engage…
Islamic textbooks and curricula in Europe
edited by Ednan Aslan, Oxford, Peter Lang, 2011, 309 pp., £420 (hardback), ISBN 978-3-631-63013-6Textbooks for religious education in the UK have been the focus of several recent investigations
Post-secular trends
Performativity, Faith and Professional Identity
This paper considers the way in which Christian Religious Education (RE) teachers articulate the difficulties and challenges they experience both in school and with their peers as they navigate their way through their Initial Teacher Education. The paper offers a unique exploration of the relationship between elements of the three discourses of faith identity, emerging professional identity and the requirements of a performative teacher training …
Religious Education in England
This article argues that RE in England is shaped by a number of factors that promote a rigid definition of religiosity and which discourage engagement with new, unconventional or non-mainstream forms of religion. The article identifies the close relationship between RE and the national church and other faith communities as well as a reliance on local agreed syllabi as key characteristics in the inability of RE in England to fully engage with cont…
Patterns of Spiritual and Moral Development in Religious and Public Schools in Chicago
This article draws attention to the different approaches adopted in 21 Chicago schools towards the education of pupils in relation to beliefs and values. It presents the findings of the first stage of an ongoing research project, which explores models of religious, spiritual and moral education in American schools. The dangers of omitting an open and critical study of religion in the curriculum are considered
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…
Implementing the 'Prevent Duty' in England
This paper examines the implementation of the Prevent Duty to actively promote fundamental British values in English Further Education (FE). After critically reviewing the history of Prevent and the 2015 Duty to identify evidence of radicalisation in FE, data from interviews of strategic decision-makers in two distinct cases is analysed. The identification, interpretation and recirculation of verbal, graphic and behavioural signs of radicalisatio…
Performativity, Faith and Professional Identity
This paper considers the way in which Christian Religious Education (RE) teachers articulate the difficulties and challenges they experience both in school and with their peers as they navigate their way through their Initial Teacher Education. The paper offers a unique exploration of the relationship between elements of the three discourses of faith identity, emerging professional identity and the requirements of a performative teacher training …
Patterns of Spiritual and Moral Development in Religious and Public Schools in Chicago
This article draws attention to the different approaches adopted in 21 Chicago schools towards the education of pupils in relation to beliefs and values. It presents the findings of the first stage of an ongoing research project, which explores models of religious, spiritual and moral education in American schools. The dangers of omitting an open and critical study of religion in the curriculum are considered
Religious Education in England
This article argues that RE in England is shaped by a number of factors that promote a rigid definition of religiosity and which discourage engagement with new, unconventional or non-mainstream forms of religion. The article identifies the close relationship between RE and the national church and other faith communities as well as a reliance on local agreed syllabi as key characteristics in the inability of RE in England to fully engage with cont…
Performativity, Faith and Professional Identity
This paper considers the way in which Christian Religious Education (RE) teachers articulate the difficulties and challenges they experience both in school and with their peers as they navigate their way through their Initial Teacher Education. The paper offers a unique exploration of the relationship between elements of the three discourses of faith identity, emerging professional identity and the requirements of a performative teacher training …
Post-secular trends
Islamic textbooks and curricula in Europe
edited by Ednan Aslan, Oxford, Peter Lang, 2011, 309 pp., £420 (hardback), ISBN 978-3-631-63013-6Textbooks for religious education in the UK have been the focus of several recent investigations
Predicting religion
This article reviews the influence of liberal ideas on the capacity for Religious Education (RE) to consider religions critically in a climate of increasing government intervention in education. It finds that criticality in some areas of RE is absent or limited but that in key areas criticality is evident if not always deeply embedded. It considers the possible contribution of questions taken from sociology, especially around the notion of engage…
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…
Fundamental British Values in Education
This timely book provides a critical analysis of the statutory requirements to promote Fundamental British Values in educational settings in the UK. It explores British values as they appear in contemporary policy and legislation as well as how Britishness as a concept has evolved in relation to education in the post-war period
Implementing the 'Prevent Duty' in England
This paper examines the implementation of the Prevent Duty to actively promote fundamental British values in English Further Education (FE). After critically reviewing the history of Prevent and the 2015 Duty to identify evidence of radicalisation in FE, data from interviews of strategic decision-makers in two distinct cases is analysed. The identification, interpretation and recirculation of verbal, graphic and behavioural signs of radicalisatio…
Using Video and Multimodal Classroom Interaction Analysis to Investigate How Information, Misinformation, and Disinformation Influence Pedagogy
Misinformation is accidentally wrong and disinformation is deliberately incorrect (i.e., deception). This article uses the Pedagogy Analysis Framework ( paf ) to investigate how information, misinformation, and disinformation influence classroom pedagogy. 95 people participated (i.e., one lesson with 7-year-olds, another with 10-year-olds, and three with a class of 13-year-olds). The authors used four video-based methods (lesson video analysis, t…
Islam as educational knowledge
This article discusses the way teachers in primary and secondary schools in England engaged with a project to develop a Worldviews approach to Islam in the RE classroom.The project identified challenges and barriers to the teaching of Worldviews that were demonstrated by some teachers' unwillingness to engage with knowledge and curriculum content that they believed to be illegitimate or controversial.The authors use Basil Bernstein's idea of educ…
Muslim voices in education
Debates about the experiences of Muslims in education are complex, not only because their experiences are diverse, and dependent on factors that are global, cultural, racial and shaped by social cl...
Sociology (11 works) · Religious Education and Schools (9 works) · Pedagogy (7 works) · Education and Islamic Studies (6 works) · Philosophy (6 works) · Political science (6 works) · Psychology (6 works) · Epistemology (5 works) · Law (5 works) · Islam (4 works)