A pedagogy of embrace : a theology of hospitality as a pedagogical framework for religious education in Church of England schools

Wright, Kathryn (2017) A pedagogy of embrace : a theology of hospitality as a pedagogical framework for religious education in Church of England schools. Doctoral thesis, University of East Anglia.

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Abstract

There is a lack of clarity about the purpose and place of religious education (RE) in Church of England schools. This has led to confusion amongst teachers concerning how RE connects with the mission of the Church of England, and as a result how they teach the subject.

This thesis reports a hermeneutical study which is theological-­philosophical in nature. Firstly, it set out to determine whether a theology of hospitality could help teachers in Church of England schools understand the purpose and place of RE. Secondly, it set out to establish a pedagogical framework for RE based on a theology of hospitality. The study used a variety of qualitative methods: analysis of biblical sources relating to hospitality; analysis of conceptual literature relating to a theology of hospitality and education; active contemplations on images; and a focus group study.

The theological-­philosophical study found that understanding mission as hospitality provided a way forward for conceptualising the purpose and place of RE in this context. It identified the notion of an embrace as a visual representation for the relationship between RE and the mission of the Church of England. A pedagogical framework for RE was established taking the form of three principles: creating space; encountering others; listening for wisdom. Underpinning the principles was the concept of a lived pedagogy, rooted in being the host-­guest.

An empirical study refined and shaped the three principles. It confirmed the use of an embrace not only as an analogy for the relationship between RE and the mission of the Church, but also in understanding the principles for pedagogy.

Finally, I conclude that a pedagogy of embrace provides a way for teachers to fulfil the requirements of the Church of England Statement of Entitlement (2016) and the Church of England Vision for Education (2016).

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Jackie Webb
Date Deposited:	16 May 2018 13:44
Last Modified:	16 May 2018 13:44
URI:	https://ueaeprints.uea.ac.uk/id/eprint/67089
DOI:

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