Heather Marshall
Biographic Data
| ID | 6004844 |
|---|---|
| NAME | Heather Marshall |
| GIVEN NAMES | Heather |
| FAMILY NAME | Marshall |
| SIGNATURE | MARSHALL H |
| AFFILIATIONS | Edge Hill University |
| ORCID | 0000-0003-2118-0314 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 18 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Veganism as a comprehensive worldview: Rethinking educational philosophy through ethical and ecological lenses
Heather Marshall is a Senior Lecturer and Programme Leader for the PGCE in Religious Education at Edge Hill University, UK. Her research interests lie at the intersection of education, ethics, and social justice, with a particular focus on veganism as a worldview, inclusive pedagogies, and adaptive teaching practices in religious and moral education. She has published on reflective practice, trauma-informed teaching, and equality, diversity, and …
When worldviews become political: Politicised Christianity and the limits of pluralism in religious education
This article examines a tension at the heart of contemporary RE in England. The shift towards a religion and worldviews approach has been widely welcomed for its emphasis on plurality, dialogue, and epistemic openness. However, these commitments are not universally shared. In classrooms where beliefs are experienced as authoritative, non-negotiable, and closely tied to political and cultural identity, the assumptions underpinning this framework a…
Integrating sustainability into religious education
This paper examines the integration of sustainability into Religious Education (RE) as a means to foster ethical awareness, critical thinking, and global citizenship. While RE has long engaged with moral inquiry and ethical reflection, its role in addressing sustainability remains inconsistent across curricula. By drawing on both religious and secular worldviews, this study explores how RE offers a distinctive space for students to critically eng…
Beyond panic: Navigating the tides of change in relationships and sex education
This paper critically evaluates societal reactions to integrating LGBTQ+ content into the Relationship and Sex Education (RSE) curriculum in England and Wales. Utilising Stanley Cohen’s theory of moral panics, it examines the roles of media, moral entrepreneurs, authorities, and the public in shaping debates around educational reforms. The paper highlights the complexities of balancing traditional values and inclusivity in education, emphasising …
Life After the Storm: An Examination of Bereavement and Posttraumatic Growth Among Urban Adolescents
Although the challenges of bereavement among adolescents are well-documented, there is potential for loss to foster growth, development, and positive psychological changes during this developmental period. To examine this possibility, 408 adolescents (46.6% male; 53.4% female) in grades 6-12 from three urban schools were surveyed about their experiences with bereavement and posttraumatic growth (PTG), along with several hypothesized moderators: t…
Autochthony, affect and education: Reimagining belonging after Brexit
This provocation examines how Brexit has revived autochthony—claims to native belonging—reshaping emotional attachments to space, identity, and nation. Drawing on geographic and affect theory, it explores how far-right narratives mobilise affect in education, a key site of tension around belonging and exclusion. Using Nancy Fraser’s progressive populism and affective pedagogy, it calls for educational responses that resist exclusionary imaginarie…
Reimagining religious education: Integrating ethnographic and anthropological perspectives
The Ofsted Subject report series: Religious Education (2024) and the CoRE report (2018) critically evaluate the shortcomings of the current Religious Education (RE) curriculum in UK schools, highlighting a lack of depth and consistency that inadequately prepares students for a diverse and complex world. This paper proposes the integration of ethnographic and anthropological methods into the RE curriculum as a transformative solution to enhance pe…
Adversity Interpreted: A Scoping Review of Adversity Appraisal Measurement
Although evidence suggests that individuals’ appraisals (i.e., subjective interpretations) of adverse or traumatic life events may serve as a mechanism accounting for differences in adversity exposure and psychological adjustment, understanding this mechanism is contingent on our ability to reliably and consistently measure appraisals. However, measures have varied widely between studies, making conclusions about how best to measure appraisal a c…
The Persuasive Effects of Message Framing in Organ Donation: The Mediating Role of Psychological Reactance
The effects of message framing on reactions to campaign messages promoting organ donation were examined in three experiments. It was predicted that gain-framed messages would produce more positive reactions toward organ and tissue donation. In Study 1, students (N=189) responded to either a gain-framed or loss-framed message about organ donation. Study 2 (N=318) and Study 3 (N=433) examined the role of psychological reactance as a mediator betwee…
The Persuasive Effects of Message Framing in Organ Donation: The Mediating Role of Psychological Reactance
The effects of message framing on reactions to campaign messages promoting organ donation were examined in three experiments. It was predicted that gain-framed messages would produce more positive reactions toward organ and tissue donation. In Study 1, students (N=189) responded to either a gain-framed or loss-framed message about organ donation. Study 2 (N=318) and Study 3 (N=433) examined the role of psychological reactance as a mediator betwee…
The Persuasive Effects of Message Framing in Organ Donation: The Mediating Role of Psychological Reactance
The effects of message framing on reactions to campaign messages promoting organ donation were examined in three experiments. It was predicted that gain-framed messages would produce more positive reactions toward organ and tissue donation. In Study 1, students (N=189) responded to either a gain-framed or loss-framed message about organ donation. Study 2 (N=318) and Study 3 (N=433) examined the role of psychological reactance as a mediator betwee…
Adversity Interpreted: A Scoping Review of Adversity Appraisal Measurement
Although evidence suggests that individuals’ appraisals (i.e., subjective interpretations) of adverse or traumatic life events may serve as a mechanism accounting for differences in adversity exposure and psychological adjustment, understanding this mechanism is contingent on our ability to reliably and consistently measure appraisals. However, measures have varied widely between studies, making conclusions about how best to measure appraisal a c…
Reimagining religious education: Integrating ethnographic and anthropological perspectives
The Ofsted Subject report series: Religious Education (2024) and the CoRE report (2018) critically evaluate the shortcomings of the current Religious Education (RE) curriculum in UK schools, highlighting a lack of depth and consistency that inadequately prepares students for a diverse and complex world. This paper proposes the integration of ethnographic and anthropological methods into the RE curriculum as a transformative solution to enhance pe…
Integrating sustainability into religious education
This paper examines the integration of sustainability into Religious Education (RE) as a means to foster ethical awareness, critical thinking, and global citizenship. While RE has long engaged with moral inquiry and ethical reflection, its role in addressing sustainability remains inconsistent across curricula. By drawing on both religious and secular worldviews, this study explores how RE offers a distinctive space for students to critically eng…
Beyond panic: Navigating the tides of change in relationships and sex education
This paper critically evaluates societal reactions to integrating LGBTQ+ content into the Relationship and Sex Education (RSE) curriculum in England and Wales. Utilising Stanley Cohen’s theory of moral panics, it examines the roles of media, moral entrepreneurs, authorities, and the public in shaping debates around educational reforms. The paper highlights the complexities of balancing traditional values and inclusivity in education, emphasising …
Life After the Storm: An Examination of Bereavement and Posttraumatic Growth Among Urban Adolescents
Although the challenges of bereavement among adolescents are well-documented, there is potential for loss to foster growth, development, and positive psychological changes during this developmental period. To examine this possibility, 408 adolescents (46.6% male; 53.4% female) in grades 6-12 from three urban schools were surveyed about their experiences with bereavement and posttraumatic growth (PTG), along with several hypothesized moderators: t…
Autochthony, affect and education: Reimagining belonging after Brexit
This provocation examines how Brexit has revived autochthony—claims to native belonging—reshaping emotional attachments to space, identity, and nation. Drawing on geographic and affect theory, it explores how far-right narratives mobilise affect in education, a key site of tension around belonging and exclusion. Using Nancy Fraser’s progressive populism and affective pedagogy, it calls for educational responses that resist exclusionary imaginarie…
Veganism as a comprehensive worldview: Rethinking educational philosophy through ethical and ecological lenses
Heather Marshall is a Senior Lecturer and Programme Leader for the PGCE in Religious Education at Edge Hill University, UK. Her research interests lie at the intersection of education, ethics, and social justice, with a particular focus on veganism as a worldview, inclusive pedagogies, and adaptive teaching practices in religious and moral education. She has published on reflective practice, trauma-informed teaching, and equality, diversity, and …
When worldviews become political: Politicised Christianity and the limits of pluralism in religious education
This article examines a tension at the heart of contemporary RE in England. The shift towards a religion and worldviews approach has been widely welcomed for its emphasis on plurality, dialogue, and epistemic openness. However, these commitments are not universally shared. In classrooms where beliefs are experienced as authoritative, non-negotiable, and closely tied to political and cultural identity, the assumptions underpinning this framework a…
Psychology (5 works) · Social Psychology (5 works) · Sociology (4 works) · Developmental psychology (3 works) · Religious Education and Schools (3 works) · Clinical Psychology (2 works) · Gender Studies (2 works) · Grief, Bereavement, and Mental Health (2 works) · Medicine (2 works) · Political science (2 works)