David Lundie
Biographic Data
| ID | 763035 |
|---|---|
| NAME | David Lundie |
| GIVEN NAMES | David |
| FAMILY NAME | Lundie |
| SIGNATURE | LUNDIE D |
| AFFILIATIONS | Liverpool Hope University |
| ORCID | 0000-0003-2913-8962 |
| VERIFIED | Yes |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Testimonies to justice in a fast-changing world
The start of a new year provides another opportunity to reflect on the year that has passed, a year that has brought challenges and tensions around the world as competing identities and conceptions
How are we learning this for
No abstract available
Who studies Religious Education? Understanding young people’s perceptions of religion, religious identity and religious education in England
There is a growing concern over the waning religious affiliations of young people and doubt about the value of religious education in general. We employed a novel survey design, comprising paired survey questionnaires for students and their parents, to explore their perceptions about religion and religious education. The data analysis of 456 participants across six secondary schools in England confirmed that young people acknowledged attitudes to…
The relations among prosocial behavior, hedonic, and eudaimonic well‐being in everyday life
INTRODUCTION: Existing research highlights the significance of prosocial behavior (voluntary, intentional behavior that results in benefits for another) to people's well-being. Yet, the extent to which this expected positive relation operates at the within-person level (e.g., is more prosocial behavior than usual related to a higher than usual level of well-being?) while taking into account stable interindividual differences, remains a research q…
Pedagogy and purpose
The challenge of understanding and implementing a ‘worldviews’ approach in Religious Education is one that continues to dominate the thinking of many experts in the field. Andrew Wright and Elina W
Issues of validity: Exploring the link between values and behaviour
The way we measure values is foundational to their study. This paper explores the empirical findings and theoretical discussions in the literature concerning an essential quality for any measure of values, its validity. We discuss an important debate on validity within the literature concerning the ability of value measures to predict value-related behaviour. We interrogate a key assumption behind the value-behaviour link, namely that a participa…
Nobody stands nowhere
Enclosure and undifferentiation: On re-reading Girard during the Covid-19 pandemic
This essay reflects on the longer-term challenges posed to societal, political and educational sectors following the imposition of a shutdown of schools and universities by many governments around the world in response to the COVID-19 pandemic of 2020. Using Rene Girard’s analysis of festivals as concealing originary violence, it reflects on the exposure to critique of practices of enclosure, including traditional brick-and-mortar schooling. Draw…
School Leadership between Community and the State: The Changing Civic Role of Schooling
A practitioner action research approach to learning outside the classroom in religious education: Developing a dialogical model through reflection by teachers and faith field visitors
This paper reports the co-creation of knowledge through a Practitioner Action Research Community of Practice of teachers and mid-level policy enactors which sought to engage the question of how to enhance Religious Education in primary schools serving socially disadvantaged children. Co-authors’ professional values and assumptions are explored, and questions developed to carry out a needs assessment of primary teachers in contexts of social disad…
School Leadership Between Community and the State: The Changing Civic Role of Schooling
Building a terrorist house on sand: A critical incident analysis of interprofessionality and the Prevent duty in schools in England
In 2015, a duty came into effect requiring all public bodies, including schools, to engage with the UK Government’s Prevent counter-terrorism strategy. This article presents two case studies from mid-size English cities, exploring the moral prototypes and institutional identities of professional mediators who made schools aware of their duties under Prevent. Mediators in each case included serving and former police, teachers and policy advisers, …
Social and civic education in an age of extremisms
An island, entire of itself
Re-reading John Donne, the 17th century Anglican priest, we are struck by how modern he sounds. His most quoted passage is particularly prescient: ‘No man is an island, entire of itself; every man
After history; after postmodernism
Educating Global Britain: Perils and Possibilities Promoting ‘National’ Values through Critical Global Citizenship Education
Global citizenship education (GCE) within schools in England is increasingly being reoriented to address a statutory duty to promote fundamental British values (FBV). This multi-method study investigates the influence of critical GCE within initial teacher education in reshaping awareness, understanding and disposition towards FBV amongst beginning teachers. Findings highlight a tension between growing confidence and understanding of how to imple…
Religion, Schooling, Community, and Security: Exploring Transitions and Transformations in England
Education is a complex social practice. In the United Kingdom context, schooling is further nested within the complex social practices of community governance, quasi-market public choice, and religion. This essay explores the shifting definitions of community and education in the context of the Counter Terrorism and Security Act 2015, which places a duty on all public bodies, including schools, to prevent violent extremism. Drawing on analyses of…
Authority, Autonomy and Automation: The Irreducibility of Pedagogy to Information Transactions
Philosophies of Digital Pedagogy
The Givenness of the Human Learning Experience and Its Incompatibility with Information Analytics
The rise of learning analytics, the application of complex metrics developed to exploit the proliferation of ‘Big Data’ in educational work, raises important moral questions about the nature of what is measurable in education. Teachers, schools and nations are increasingly held to account based on metrics, exacerbating the tendency for fine-grained measurement of learning experiences. In this article, the origins of learning analytics ontology ar…
Respect Study' the Treatment of Religious Difference and Otherness: An Ethnographic Investigation in UK Schools
Understanding and appreciating the beliefs and practices of others feature prominently among the aims and purposes of Religious Education in UK schools. Drawing on ethnographic data from the ‘Does RE Work?’ project, this paper presents two conceptions of ‘in/entoleration’ a deliberate process of inculcating tolerance in pedagogy. Entoleration, akin to enculturation, encourages sympathetic and transformative encounter with others’ beliefs. Intoler…
Seeing and seeing through: Forum theatre approaches to ethnographic evidence
Ethnographic findings from a large qualitative research project on Religious Education in UK secondary schools uncovered contested meanings for the subject as a social practice. In order to bring to the fore some of the ways these contested meanings manifest themselves as confusions in the classroom, a performance ethnography was conducted, making use of Augusto Boal’s forum theatre approach. This involved distilling ethnographic evidence into dr…
Failures of meaning in religious education
The educational aims of religious education (RE) in the UK as evinced, for example, by Ofsted have been couched in the language of meaning making. Based on an ESRC funded three-year ethnographic study of 24 schools across the UK, this essay represents one attempt to interrogate how such meanings are shaped, or indeed fail to be shaped, in the day-to-day transactions of the school. We do this by locating RE in current discussions of efficacy, as m…
A Theory of Motivation and Ontological Enhancement: The role of disability policy in student empowerment and institutional change
As debate continues around the nature and values of education, it is important to ask the question of what factors motivate a student to engage with the ends of an educational institution. In this paper, a broad, holistic view of learner motivation, derived from Aristotelian ethics, is used to provide a model to drive institutional change. Focussing on the approach of one Higher Education institution to the particular accommodations required for …
Authority, Autonomy and Automation: The Irreducibility of Pedagogy to Information Transactions
The relations among prosocial behavior, hedonic, and eudaimonic well‐being in everyday life
INTRODUCTION: Existing research highlights the significance of prosocial behavior (voluntary, intentional behavior that results in benefits for another) to people's well-being. Yet, the extent to which this expected positive relation operates at the within-person level (e.g., is more prosocial behavior than usual related to a higher than usual level of well-being?) while taking into account stable interindividual differences, remains a research q…
A Theory of Motivation and Ontological Enhancement: The role of disability policy in student empowerment and institutional change
As debate continues around the nature and values of education, it is important to ask the question of what factors motivate a student to engage with the ends of an educational institution. In this paper, a broad, holistic view of learner motivation, derived from Aristotelian ethics, is used to provide a model to drive institutional change. Focussing on the approach of one Higher Education institution to the particular accommodations required for …
Educating Global Britain: Perils and Possibilities Promoting ‘National’ Values through Critical Global Citizenship Education
Global citizenship education (GCE) within schools in England is increasingly being reoriented to address a statutory duty to promote fundamental British values (FBV). This multi-method study investigates the influence of critical GCE within initial teacher education in reshaping awareness, understanding and disposition towards FBV amongst beginning teachers. Findings highlight a tension between growing confidence and understanding of how to imple…
The Givenness of the Human Learning Experience and Its Incompatibility with Information Analytics
The rise of learning analytics, the application of complex metrics developed to exploit the proliferation of ‘Big Data’ in educational work, raises important moral questions about the nature of what is measurable in education. Teachers, schools and nations are increasingly held to account based on metrics, exacerbating the tendency for fine-grained measurement of learning experiences. In this article, the origins of learning analytics ontology ar…
Respect Study' the Treatment of Religious Difference and Otherness: An Ethnographic Investigation in UK Schools
Understanding and appreciating the beliefs and practices of others feature prominently among the aims and purposes of Religious Education in UK schools. Drawing on ethnographic data from the ‘Does RE Work?’ project, this paper presents two conceptions of ‘in/entoleration’ a deliberate process of inculcating tolerance in pedagogy. Entoleration, akin to enculturation, encourages sympathetic and transformative encounter with others’ beliefs. Intoler…
Enclosure and undifferentiation: On re-reading Girard during the Covid-19 pandemic
This essay reflects on the longer-term challenges posed to societal, political and educational sectors following the imposition of a shutdown of schools and universities by many governments around the world in response to the COVID-19 pandemic of 2020. Using Rene Girard’s analysis of festivals as concealing originary violence, it reflects on the exposure to critique of practices of enclosure, including traditional brick-and-mortar schooling. Draw…
A Theory of Motivation and Ontological Enhancement: The role of disability policy in student empowerment and institutional change
As debate continues around the nature and values of education, it is important to ask the question of what factors motivate a student to engage with the ends of an educational institution. In this paper, a broad, holistic view of learner motivation, derived from Aristotelian ethics, is used to provide a model to drive institutional change. Focussing on the approach of one Higher Education institution to the particular accommodations required for …
Seeing and seeing through: Forum theatre approaches to ethnographic evidence
Ethnographic findings from a large qualitative research project on Religious Education in UK secondary schools uncovered contested meanings for the subject as a social practice. In order to bring to the fore some of the ways these contested meanings manifest themselves as confusions in the classroom, a performance ethnography was conducted, making use of Augusto Boal’s forum theatre approach. This involved distilling ethnographic evidence into dr…
Failures of meaning in religious education
The educational aims of religious education (RE) in the UK as evinced, for example, by Ofsted have been couched in the language of meaning making. Based on an ESRC funded three-year ethnographic study of 24 schools across the UK, this essay represents one attempt to interrogate how such meanings are shaped, or indeed fail to be shaped, in the day-to-day transactions of the school. We do this by locating RE in current discussions of efficacy, as m…
The Givenness of the Human Learning Experience and Its Incompatibility with Information Analytics
The rise of learning analytics, the application of complex metrics developed to exploit the proliferation of ‘Big Data’ in educational work, raises important moral questions about the nature of what is measurable in education. Teachers, schools and nations are increasingly held to account based on metrics, exacerbating the tendency for fine-grained measurement of learning experiences. In this article, the origins of learning analytics ontology ar…
Respect Study' the Treatment of Religious Difference and Otherness: An Ethnographic Investigation in UK Schools
Understanding and appreciating the beliefs and practices of others feature prominently among the aims and purposes of Religious Education in UK schools. Drawing on ethnographic data from the ‘Does RE Work?’ project, this paper presents two conceptions of ‘in/entoleration’ a deliberate process of inculcating tolerance in pedagogy. Entoleration, akin to enculturation, encourages sympathetic and transformative encounter with others’ beliefs. Intoler…
Authority, Autonomy and Automation: The Irreducibility of Pedagogy to Information Transactions
Philosophies of Digital Pedagogy
Religion, Schooling, Community, and Security: Exploring Transitions and Transformations in England
Education is a complex social practice. In the United Kingdom context, schooling is further nested within the complex social practices of community governance, quasi-market public choice, and religion. This essay explores the shifting definitions of community and education in the context of the Counter Terrorism and Security Act 2015, which places a duty on all public bodies, including schools, to prevent violent extremism. Drawing on analyses of…
After history; after postmodernism
Educating Global Britain: Perils and Possibilities Promoting ‘National’ Values through Critical Global Citizenship Education
Global citizenship education (GCE) within schools in England is increasingly being reoriented to address a statutory duty to promote fundamental British values (FBV). This multi-method study investigates the influence of critical GCE within initial teacher education in reshaping awareness, understanding and disposition towards FBV amongst beginning teachers. Findings highlight a tension between growing confidence and understanding of how to imple…
Building a terrorist house on sand: A critical incident analysis of interprofessionality and the Prevent duty in schools in England
In 2015, a duty came into effect requiring all public bodies, including schools, to engage with the UK Government’s Prevent counter-terrorism strategy. This article presents two case studies from mid-size English cities, exploring the moral prototypes and institutional identities of professional mediators who made schools aware of their duties under Prevent. Mediators in each case included serving and former police, teachers and policy advisers, …
Social and civic education in an age of extremisms
An island, entire of itself
Re-reading John Donne, the 17th century Anglican priest, we are struck by how modern he sounds. His most quoted passage is particularly prescient: ‘No man is an island, entire of itself; every man
School Leadership between Community and the State: The Changing Civic Role of Schooling
A practitioner action research approach to learning outside the classroom in religious education: Developing a dialogical model through reflection by teachers and faith field visitors
This paper reports the co-creation of knowledge through a Practitioner Action Research Community of Practice of teachers and mid-level policy enactors which sought to engage the question of how to enhance Religious Education in primary schools serving socially disadvantaged children. Co-authors’ professional values and assumptions are explored, and questions developed to carry out a needs assessment of primary teachers in contexts of social disad…
School Leadership Between Community and the State: The Changing Civic Role of Schooling
Issues of validity: Exploring the link between values and behaviour
The way we measure values is foundational to their study. This paper explores the empirical findings and theoretical discussions in the literature concerning an essential quality for any measure of values, its validity. We discuss an important debate on validity within the literature concerning the ability of value measures to predict value-related behaviour. We interrogate a key assumption behind the value-behaviour link, namely that a participa…
Nobody stands nowhere
Enclosure and undifferentiation: On re-reading Girard during the Covid-19 pandemic
This essay reflects on the longer-term challenges posed to societal, political and educational sectors following the imposition of a shutdown of schools and universities by many governments around the world in response to the COVID-19 pandemic of 2020. Using Rene Girard’s analysis of festivals as concealing originary violence, it reflects on the exposure to critique of practices of enclosure, including traditional brick-and-mortar schooling. Draw…
Pedagogy and purpose
The challenge of understanding and implementing a ‘worldviews’ approach in Religious Education is one that continues to dominate the thinking of many experts in the field. Andrew Wright and Elina W
How are we learning this for
No abstract available
Who studies Religious Education? Understanding young people’s perceptions of religion, religious identity and religious education in England
There is a growing concern over the waning religious affiliations of young people and doubt about the value of religious education in general. We employed a novel survey design, comprising paired survey questionnaires for students and their parents, to explore their perceptions about religion and religious education. The data analysis of 456 participants across six secondary schools in England confirmed that young people acknowledged attitudes to…
The relations among prosocial behavior, hedonic, and eudaimonic well‐being in everyday life
INTRODUCTION: Existing research highlights the significance of prosocial behavior (voluntary, intentional behavior that results in benefits for another) to people's well-being. Yet, the extent to which this expected positive relation operates at the within-person level (e.g., is more prosocial behavior than usual related to a higher than usual level of well-being?) while taking into account stable interindividual differences, remains a research q…
Testimonies to justice in a fast-changing world
The start of a new year provides another opportunity to reflect on the year that has passed, a year that has brought challenges and tensions around the world as competing identities and conceptions
Sociology (19 works) · Political science (13 works) · Psychology (13 works) · Pedagogy (10 works) · Philosophy (10 works) · Epistemology (9 works) · Law (9 works) · Religious Education and Schools (7 works) · Computer Science (6 works) · Diverse Education Studies and Reforms (5 works)