A critical policy analysis of local religious education in England
This critical policy analysis investigates the opinions and activities of Standing Advisory Councils on Religious Education (SACREs) in England. It uses a critical approach to educational policy to examine the diffuse power structure of SACREs and give voice to those local councils. Using data gathe...
| Auteur principal: | |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
[publisher not identified]
[2020]
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| Dans: |
British Journal of religious education
Année: 2020, Volume: 42, Numéro: 3, Pages: 263-274 |
| Sujets / Chaînes de mots-clés standardisés: | B
England
/ Regionale Infrastruktur
/ Enseignement de la religion
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| RelBib Classification: | AH Pédagogie religieuse KBF Îles britanniques |
| Sujets non-standardisés: | B
Standing Advisory Councils on Religious Education
B Religious Education B critical policy analysis B Neo-Liberal |
| Accès en ligne: |
Accès probablement gratuit Volltext (lizenzpflichtig) |
| Résumé: | This critical policy analysis investigates the opinions and activities of Standing Advisory Councils on Religious Education (SACREs) in England. It uses a critical approach to educational policy to examine the diffuse power structure of SACREs and give voice to those local councils. Using data gathered in an online survey of SACREs, conducted between January and May 2017, it critiques the activities of SACREs and, in identifying what they see as their future role, questions whether the complex, producer-based governance structure of religious education is preferable to a simple, neo-liberal centralised legal settlement. It suggests that those individuals and groups which are successful in surviving in the increasingly competitive, marketised, local RE policy landscape become intrinsic parts of the national neo-liberal solution. |
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| ISSN: | 1740-7931 |
| Contient: | Enthalten in: British Journal of religious education
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| Persistent identifiers: | DOI: 10.1080/01416200.2019.1566114 |