Hazel Bryan
Biographic Data
| ID | 5240883 |
|---|---|
| NAME | Hazel Bryan |
| GIVEN NAMES | Hazel |
| FAMILY NAME | Bryan |
| SIGNATURE | BRYAN H |
| AFFILIATIONS | Canterbury Christ Church University |
| ORCID | 0000-0001-9903-8444 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Professor Lynn Revell, 1965–2025
Lynn Revell, Professor of Religion and Education and Faculty Director of Research at Canterbury Christ Church University, died suddenly in April 2025 of sepsis, just one week after her sixtieth bir...
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…
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
Reconstructing the teacher as a post secular pedagogue
The new Teachers’ Standards draw upon the Prevent Strategy in foregrounding the upholding of ‘fundamental British values’ as a central tenet in teacher work. This article explores the relationship between values, religion and Standards in teacher work. A consideration of the new Standards gives rise to the notion of teacher as cultural custodian, moral compass and upholder of the virtues. The cornerstone of Western liberal education – that educat…
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 …
On Track Multi‐Agency Projects in Schools and Communities
Social inclusion, multi‐agency projects in education in the United Kingdom increasingly seek to work with participation from children, families and communities and through partnerships with other agencies. In this paper, the complexities of such developments are examined. The paper looks at the wider context of preventative and social inclusion projects and highlights the ways in which schools tend to be the dominant locus of communication, deliv…
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 …
On Track Multi‐Agency Projects in Schools and Communities
Social inclusion, multi‐agency projects in education in the United Kingdom increasingly seek to work with participation from children, families and communities and through partnerships with other agencies. In this paper, the complexities of such developments are examined. The paper looks at the wider context of preventative and social inclusion projects and highlights the ways in which schools tend to be the dominant locus of communication, deliv…
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 …
Reconstructing the teacher as a post secular pedagogue
The new Teachers’ Standards draw upon the Prevent Strategy in foregrounding the upholding of ‘fundamental British values’ as a central tenet in teacher work. This article explores the relationship between values, religion and Standards in teacher work. A consideration of the new Standards gives rise to the notion of teacher as cultural custodian, moral compass and upholder of the virtues. The cornerstone of Western liberal education – that educat…
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
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…
Professor Lynn Revell, 1965–2025
Lynn Revell, Professor of Religion and Education and Faculty Director of Research at Canterbury Christ Church University, died suddenly in April 2025 of sepsis, just one week after her sixtieth bir...
Sociology (5 works) · Religious Education and Schools (4 works) · Political science (3 works) · Aesthetics (2 works) · Education and Islamic Studies (2 works) · Engineering (2 works) · Geography (2 works) · Law (2 works) · Pedagogy (2 works) · Philosophy (2 works)