Jonathan Doney
Biographic Data
| ID | 5240197 |
|---|---|
| NAME | Jonathan Doney |
| GIVEN NAMES | Jonathan |
| FAMILY NAME | Doney |
| SIGNATURE | DONEY J |
| AFFILIATIONS | University of Exeter |
| ORCID | 0000-0002-4256-8679 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
The RE-searchers Approach: An exposition of methodologically oriented religious education through metaphor, analogy and allegory
This article provides an exposition of the RE-searchers Approach as a prime mover in the ‘methodological turn’ in Religious Education. The purpose is to stimulate discussion about the conception and communication of ‘methodologically oriented’ pedagogical, curricular and learning theories rather than theoretical or empirical evaluation of those theories and associated practices. In Part One, the article reiterates and synthesises the pedagogical …
Tensions between inclusion and change in worldview education: Can Joe F. Kincheloe’s bricolage help teachers navigate them
This paper delineates tensions that arguably are inherent to integrative Worldview Education in plural societies, due to the subject's dual commitment to imperatives of inclusion and change.The imperative of inclusion stems from the subject's mandate to integrate the whole plurality of pupils in society, whereas the imperative of change stems from the subject's mandate to promote certain aims and values over others.The task of handling such tensi…
Interrogating policy processes in education through Statement Archaeology: Changes in English religious education
This paper firstly presents Statement Archaeology, an innovative and rigorous method devised to systematically operationalise the approach to historical exploration used by Michel Foucault in pursuit of the question “how do certain practices become possible at particular moments in history?” Drawing on an analysis of the theoretical basis of Foucault’s broad – and arguably equivocal – approach, a series of methodological procedures by which it ca…
Exploring the ontological dimension of dialogic education through an evaluation of the impact of Internet mediated dialogue across cultural difference
The British Council of Churches’ Influence on the ‘Radical Rethinking of Religious Education’ in the 1960s and 1970s
It is widely accepted that during the later 1960s, Religious Education (RE) in English state-maintained schools underwent a significant transition, moving from a Christian ‘confessional’ approach to an academic study of world religions. A detailed examination of the activities of the British Council of Churches’ Education Department during the period reveals examples of an active promotion of this study of world religions, something that hitherto…
Studies in Church history Vol. 51: Christianity and religious plurality
"Studies in Church history Vol. 51: Christianity and religious plurality." Journal of Beliefs & Values, 38(2), pp. 223–224
Pedagogical Bricoleurs and Bricolage Researchers: The case of Religious Education
This article reconceptualises school teachers and pupils respectively as ‘pedagogical bricoleurs’ and ‘bricolage researchers’ who utilise a multiplicity of theories, concepts, methodologies and pedagogies in teaching and/or researching. This reconceptualisation is based on a coalescence of generic curricular and pedagogical principles promoting dialogic, critical and enquiry-based learning. Innovative proposals for reconceptualising the aims, con…
The professionalisation of non-denominational religious education in England: Politics, organisation and knowledge
In response to contemporary concerns, and using neglected primary sources, this article explores the professionalisation of teachers of Religious Education (RI/RE) in non-denominational, 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 (ICE) (1935) to the founding of the Religious Education Council of England and Wales (1973) and the Britis…
On the Edge: (Auto)biography and Pedagogical Theories on Religious Education
On The Edge brings together, in honour of Professor Siebren Miedema, autobiographical sketches from 19 scholars in the fields of Religious Education and Citizenship Education. Consistent with Miede
Creating metacognitive environments in primary school RE classrooms
Recent reports on Religious Education (RE) in England and Wales highlight the need for guidance on pedagogy and learning. The RE-flect project addressed this by promoting the creation of metacognitively oriented learning environments in primary school RE classrooms. Six primary school teachers and 160 pupils (eight to 10 years of age) took part in the second year of this two year project. Meta-thinking, worldview and resources zones were created …
Pedagogical Bricoleurs and Bricolage Researchers: The case of Religious Education
This article reconceptualises school teachers and pupils respectively as ‘pedagogical bricoleurs’ and ‘bricolage researchers’ who utilise a multiplicity of theories, concepts, methodologies and pedagogies in teaching and/or researching. This reconceptualisation is based on a coalescence of generic curricular and pedagogical principles promoting dialogic, critical and enquiry-based learning. Innovative proposals for reconceptualising the aims, con…
On the Edge: (Auto)biography and Pedagogical Theories on Religious Education
On The Edge brings together, in honour of Professor Siebren Miedema, autobiographical sketches from 19 scholars in the fields of Religious Education and Citizenship Education. Consistent with Miede
Creating metacognitive environments in primary school RE classrooms
Recent reports on Religious Education (RE) in England and Wales highlight the need for guidance on pedagogy and learning. The RE-flect project addressed this by promoting the creation of metacognitively oriented learning environments in primary school RE classrooms. Six primary school teachers and 160 pupils (eight to 10 years of age) took part in the second year of this two year project. Meta-thinking, worldview and resources zones were created …
The professionalisation of non-denominational religious education in England: Politics, organisation and knowledge
In response to contemporary concerns, and using neglected primary sources, this article explores the professionalisation of teachers of Religious Education (RI/RE) in non-denominational, 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 (ICE) (1935) to the founding of the Religious Education Council of England and Wales (1973) and the Britis…
Studies in Church history Vol. 51: Christianity and religious plurality
"Studies in Church history Vol. 51: Christianity and religious plurality." Journal of Beliefs & Values, 38(2), pp. 223–224
Pedagogical Bricoleurs and Bricolage Researchers: The case of Religious Education
This article reconceptualises school teachers and pupils respectively as ‘pedagogical bricoleurs’ and ‘bricolage researchers’ who utilise a multiplicity of theories, concepts, methodologies and pedagogies in teaching and/or researching. This reconceptualisation is based on a coalescence of generic curricular and pedagogical principles promoting dialogic, critical and enquiry-based learning. Innovative proposals for reconceptualising the aims, con…
Exploring the ontological dimension of dialogic education through an evaluation of the impact of Internet mediated dialogue across cultural difference
The British Council of Churches’ Influence on the ‘Radical Rethinking of Religious Education’ in the 1960s and 1970s
It is widely accepted that during the later 1960s, Religious Education (RE) in English state-maintained schools underwent a significant transition, moving from a Christian ‘confessional’ approach to an academic study of world religions. A detailed examination of the activities of the British Council of Churches’ Education Department during the period reveals examples of an active promotion of this study of world religions, something that hitherto…
Interrogating policy processes in education through Statement Archaeology: Changes in English religious education
This paper firstly presents Statement Archaeology, an innovative and rigorous method devised to systematically operationalise the approach to historical exploration used by Michel Foucault in pursuit of the question “how do certain practices become possible at particular moments in history?” Drawing on an analysis of the theoretical basis of Foucault’s broad – and arguably equivocal – approach, a series of methodological procedures by which it ca…
Tensions between inclusion and change in worldview education: Can Joe F. Kincheloe’s bricolage help teachers navigate them
This paper delineates tensions that arguably are inherent to integrative Worldview Education in plural societies, due to the subject's dual commitment to imperatives of inclusion and change.The imperative of inclusion stems from the subject's mandate to integrate the whole plurality of pupils in society, whereas the imperative of change stems from the subject's mandate to promote certain aims and values over others.The task of handling such tensi…
The RE-searchers Approach: An exposition of methodologically oriented religious education through metaphor, analogy and allegory
This article provides an exposition of the RE-searchers Approach as a prime mover in the ‘methodological turn’ in Religious Education. The purpose is to stimulate discussion about the conception and communication of ‘methodologically oriented’ pedagogical, curricular and learning theories rather than theoretical or empirical evaluation of those theories and associated practices. In Part One, the article reiterates and synthesises the pedagogical …
Religious Education and Schools (9 works) · Sociology (8 works) · Epistemology (6 works) · Pedagogy (6 works) · Philosophy (6 works) · Religion, Society, and Development (6 works) · Law (4 works) · Political science (4 works) · Psychology (4 works) · Religious education (4 works)