A question of authenticity: The relationship between educators and practitioners in the representation of religious traditions

British Journal of Religious Education

Volumn 18, Issue 2, 1996, Pages 69-77

  Everington, Judith ^a  

^a UNIVERSITY OF WARWICK   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 61149717322     PISSN: 01416200     EISSN: 17407931     Source Type: Journal    
DOI: 10.1080/0141620960180202     Document Type: Article

References (21)

1. C Woodhead, 'The Regeneration of Religious Education' - transcript of a speech given to the National Association of SACREs, 9 July 1994, para 16
2. Schools Curriculum and Assessment Authority Model Syllabuses for Religious Education: Faith Communities' Working Group Reports (London: SCAA, 1994), p.3
3. C Woodhead, 'The Regeneration of Religious Education' - transcript of a speech given to the National Association of SACREs, 9 July 1994, para. 19
4. See WC Smith, The Meaning and End of Religion (London: SPCK, 1978)
5. R Jackson, 'Religious Education and the Arts of Interpretation' in D Starkings (ed.), Religion and the Arts in Education: Dimensions of Spirituality (London: Hodder & Stoughton, 1993)
6. R Jackson, 'Religious Education's Representation of "Religions" and "Cultures'", British Journal of Educational Studies, 43:3 (1995)
7. For example, R Jackson and E Nesbitt, 'The Diversity of Experience in the Religious Upbringing of Children from Christian Families in Britain', British Journal of Religious Education, 15:1 (1992), pp.19-28
8. R Jackson and E Nesbitt, Hindu Children in Britain (Stoke on Trent: Trentham, 1993)
9. R Jackson and E Nesbitt, 'Sikh Children's Use of "God": Ethnographic Fieldwork and Religious Education', British Journal of Religious Education, 17:2 (1995), pp.108-120
10. For example, R Jackson, 'Ethnography and Religious Education: A Research Report', Panorama: International Journal of Comparative Religious Education And Values, 6:1 (Summer 1994), pp. 115-130
11. J Everington, 'Bridging Fieldwork and Classwork: The Development of Curriculum Materials within the Religious Education and Community Project', Resource, 6:1 (1993), pp.7-10
12. For example, R Jackson, M Barratt and J Everington, Bridges to Religions: Teacher's Resource Book (Oxford: Heinemann, 1994)
13. G Robson, Christians, Interpreting Religions Series, The Warwick RE Project (Oxford: Heinemann, 1995)
14. For example, R Jackson and E Nesbitt, Hindu Children In Britain, (Stoke on Trent: Trentham, 1993)
15. M Bowman, 'Phenomenology, Fieldwork and Folk Religion', British Association for the Study of Religions, Occasional Paper 6, 1992
16. J Everington, 'Bridging Fieldwork and Classwork: The Development of Curriculum Materials within the Religious Education and Community Project', Resource, 16:1 (1993), pp.7-10
17. M Barratt, Something to Share (Oxford: Heinemann, 1994)
18. See E Nesbitt, 'Photographing Worship: Issues Raised by Ethnographic Study of Children's Participation in Acts of Worship', Visual Anthropology, 5:3 (1993), pp.285-306
19. See P Woodward, 'Jewish Children Under the Camera: An Ethnographic Study of Jewish Children in Britain', Visual Anthropology, 5:3 (1992), pp.307-330
20. R Burgess, In the Field: An Introduction to Field Research (London: Allen and Unwin, 1984)
21. D F Walker, 'A Naturalistic Model for Curriculum Development', School Review, 80 (1971), pp.51-65