Below are a selection of recent journal publications and books by members of the RE team at Edge Hill University. Click on the links to read the articles.
(2019) Collaborative research as community learning in a higher education context, or ‘what would Rod Stewart do?’, Studies in Higher Education,
Chris Greenough (2019) Queer Theologies: The Basics. London: Routledge. https://www.routledge.com/Queer-Theologies-The-Basics/Greenough/p/book/9781138604711
- Mark Edward & Chris Greenough (2019) Queer Literacy. In: Iphofen R. (eds) Handbook of Research Ethics and Scientific Integrity. Springer, Cham https://doi.org/10.1007/978-3-319-76040-7_57-1
(2019) A critical policy analysis of local religious education in England, British Journal of Religious Education,
David Allan, David Boorman, Ella Michelle O’Doherty and Paul Smalley, (2019) Lesson Study’ In: Cain, Tim (ed). Becoming a Research-Informed School: Why? What? How? Routledge: London, pp. 159-177. ISBN 9781138308640 https://www.routledge.com/Becoming-a-Research-Informed-School-Why-What-How-1st-Edition/Cain/p/book/9781138308640
Paul Smalley (2018) ‘Reflections on the progress of developing religiously literate citizens in England’ Professional REflection: the journal of NATRE. 36 (1) pp. 58-63.
Chris Greenough (2018) ‘Visual Intimacies: Faith, Sexuality, Photography’. Sexuality & Culture. DOI: https://doi.org/10.1007/s12119-018-9541-3
Chris Greenough (2018) Undoing Theology. London: SCM Press. https://scmpress.hymnsam.co.uk/books/9780334056218/undoing-theology
Francis Farrell and Vini Lander (2018) “We’re not British values teachers are we?”: Muslim teachers’ subjectivity and the governmentality of unease. Educational Review https://doi.org/10.1080/00131911.2018.1438369
Chris Greenough (2017) ‘Queering Fieldwork in Religion: Exploring Life Stories with Non-Normative Christians Online’. Fieldwork in Religion, 121. pp. 8-26. ISSN 1743–0615 DOI https://doi.org/10.1558/firn.34194
Francis Farrell, Vicky Duckworth, Monika Reece & Philip Rigby (2016): The moral frontiers of English education policy: governmentality and ethics within an alternative provision free school, Educational Review, DOI: 10.1080/00131911.2016.1223018
Jo Albin-Clark, Ian Shirley, Maggie Webster, and Clare Woolhouse (2016) Relationships in early childhood education, beyond the professional into the personal within the teacher-child dyad; Relationships ‘that ripple in the pond’. Early Child Development and Care, . http://dx.doi.org/10.1080/03004430.2016.1220374
Harith Bin Ramli (2016) ‘The Predecessors of Ashʿarism: Ibn Kullāb, Abū al-ʿAbbās al-Qalānisī and al-Muḥāsibī’ (book chapter in) Sabine Schmidtke (ed.) The Oxford Handbook of Islamic Theology, Oxford: Oxford University Press.
Francis Farrell (2016) ‘Why all of a sudden do we need to teach
fundamental British values?’ A critical investigation of religious education student teacher positioning within a policy discourse of discipline and control, Journal of Education for Teaching, 42:3, 280-297, DOI: 10.1080/02607476.2016.1184460
Maggie Webster and Sarah Misra (2015) Teaching the primary foundation subjects, Maidenhead, Berkshire, England: Open University Press.
Harith Bin Ramli (2015) ‘The Concept of Sunna in the Ḥanbalī School of Law’, (book chapter in) Adis Duderija (ed.) The Sunnah and its Status in Islamic Law: The Search for a Sound Hadith, New York: Palgrave Macmillan.
Sarah Misra and Maggie Webster (2015) Can trainees’ perceptions of the delivery of the foundation subjects & R.E. in primary teacher education be enhanced by using a Three-Lens Model of Delivery? TEAN Journal, 7(1), pp. 38-50.
Francis Farrell (2015) ‘We’re the mature people’: a study of masculine subjectivity and its relationship to key stage four Religious Studies, Gender and Education, 27:1, 19-36, DOI: 10.1080/09540253.2014.976183
Francis Farrell (2014) ‘A critical investigation of the relationship between masculinity, social justice, religious education and the neo-liberal discourse’, Education + Training, 56(7), pp. 650–662. DOI: 10.1108/et-07-2014-0082
Emma McVittie and Paul Smalley (2013) The use of visualisations to develop the aesthetic aspects of spiritual literacy, International Journal of Children’s Spirituality, 18:2, 200-213, DOI: 10.1080/1364436X.2013.796308
Harith bin Ramli (2012) The Sālimiyya and Abū Ṭālib al-Makkī: The Transmission of Theological Teachings in a Basran circle of mystics (book chapter in) Geneviève Gobillot and Jean-Jacques Thibon (eds.) Les maîtres soufis et leurs disciples. IIIe-Ve siècles de l’hégire
(IXe-XIe s.). Enseignement, formation et transmission, Damascus: Publications de l’Institut français du Proche-Orient.
Maggie Webster (2011) Creative activities and ideas for pupils with English as an additional language. Harlow: Longman.
Paul Smalley and Ian Bateman (2011) “Grassroots Study Visit: Crosfields JFC” The Boot Room, (01) pp 51-55 Wembley: The FA. http://content.yudu.com/web/1zc5z/0A1zc7p/BootRoom1/flash/resources/50.htm
Heather Marshall (2010) The Prevent Strategy and Controversies (book chapter in) Joy Schmack, Matthew Thompson and David Torevell with Camilla Cole (eds) Engaging Religious Education Newcastle upon Tyne: Cambridge Scholars.
Maggie Webster (2010) Creative approaches to teaching primary RE, Harlow: Longman.
Harith Bin Ramli (2010) ‘The Rise of Early Sufism: A Survey of Recent Scholarship on its Social Dimensions’ History Compass, Vol. 8/11 , pp.1299-1315. https://doi.org/10.1111/j.1478-0542.2010.00718.x