A meta approach to texts in Religious Education: Researching teachers’ engagement with sacred text scholarship in English secondary schools

Bob Bowie; Katie Clemmey

doi:10.1080/01416200.2022.2054773

A meta approach to texts in Religious Education: Researching teachers’ engagement with sacred text scholarship in English secondary schools

Research output: Contribution to journal › Article › peer-review

8 Citations (Scopus)

Abstract

This article reports findings from a sacred text scholarship project in Religious Education / Religion and Worldviews (RE/RW) lessons. In the Texts and Teachers project secondary school teachers found that RE became more meta through a more scholarly treatment of texts, and led to leap moments with pupils who could accomplish multidimensional engagement with texts. This article contributes to an improved understanding of how classroom textual hermeneutics addresses concerns with teaching sacred texts.

Original language	English
Pages (from-to)	271-280
Journal	British Journal of Religious Education
Volume	44
Issue number	3
DOIs	https://doi.org/10.1080/01416200.2022.2054773
Publication status	Published - 24 Mar 2022

Keywords

Hermeneutics
Sacred texts
Teachers

Access to Document

10.1080/01416200.2022.2054773Licence: CC BY-NC-ND

01416200.2022.pdfFinal published version, 632 KBLicence: CC BY-NC-ND

8 Citations
1 Chapter

Hermeneutical Bible Study as a ‘Tradition Thought Contribution’ to Religious Education in Plural and Diverse Contexts
Bowie, R. A., 2025, A Pluralist We in Religious Education: Old Narratives in New Contexts. Fuglseth, K. S., Avest, I. T. & Skeie, G. (eds.). Germany: Waxmann Verlag GmbH, p. 89-106 18 p. (Religious Diversity and Education in Europe).
Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Cite this

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A meta approach to texts in Religious Education: Researching teachers’ engagement with sacred text scholarship in English secondary schools

Abstract

Keywords

Access to Document

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Research output

Hermeneutical Bible Study as a ‘Tradition Thought Contribution’ to Religious Education in Plural and Diverse Contexts

Cite this