Introductory description

n/a

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

Working within the context of independent study and group-supported seminars each course
participant will be required to identify issues of practical professional relevance within the
context of their personal and individual experience as a research-based reflective practitioner and
amenable to satisfactory academic exploration and illumination by means of ethnographic
research approaches.

Within this context of independent study and group-supported seminars, each course participant
will be required to develop knowledge of research literature relevant to identified issues.

The course context is designed to provide access to the ethnographic methodologies capable of
exploring and illuminating research questions, including reference to:

• Ethnographic methods of research used in the study of Religions, Society and Education.
• Strengths and weaknesses of ethnographic research.
• Examination of ethnographic approaches to particular issues in the study of Religions,
  Society and Education.

Learning outcomes

By the end of the module, students should be able to:

• 1 Apply a systematic knowledge and critical understanding of selected areas in Religions, Society and Education to some contemporary issues, demonstrating knowledge of current/ research debate and methodological awareness in relation to the use of ethnographic research methods and approaches;
• 2 Independently gather, organise and critique ethnographically-based research data from a broad range of primary, secondary and scholarly sources, communicating concisely in writing using sophisticated concepts and vocabulary appropriate to Religions, Society and Education, and proposing new hypotheses where appropriate;
• 3 Critically relate research, theory and practice in a creative and reflective way, according to professional/vocational context where appropriate;
• 4 Critically evaluate the strengths and weaknesses of using ethnographic research in the study of Religions, Society and Education;
• 5 Critically analyse and evaluate the application of specific ethnographic methodology to particular issues in the study of Religions, Society and Education.

Indicative reading list

Essential reading: Francis, L.J. (1996), Church Watch: Christianity in the countryside, London, SPCK

Other indicative reading:
Atkinson, P.A. et al (2007) Handbook of Ethnography, London, Sage
Cameron, H. et al (2005) Studying Local Churches: a handbook, London, SCM
Fedele, A. and Knibbe, K. E. (2013). Gender and Power in Contemporary Spirituality: ethnographic approaches, London, Routledge.
Francis, L. J., & Robbins, M. (Eds.) (2012). Rural life and rural church: Theological and empirical perspectives. Sheffield: Equinox, pp. xii + 367.
Guest, M. et al (eds) (2004), Congregational Studies in the UK, Aldershot, Ashgate
Jackson, R. (1997) Religious Education: an interpretative approach, London, Hodder
Mills, D. and Morton, M, (2013) Ethnography in Education (BERA/SAGE Research Methods in Education), London, Sage.
Robben, A.C. G. M. and Sluka, J.A. (Eds) (2006) Ethnographic Fieldwork: An Anthology, Oxford, Blackwell

Indicative Journals :
British Journal of Religious Education
Journal of Beliefs and Values
Journal of Contemporary Ethnography

View reading list on Talis Aspire

Subject specific skills

• Apply a systematic knowledge and critical
  understanding of selected areas in Religions,
  Society and Education to some contemporary
  issues, demonstrating knowledge of current/
  research debate and methodological awareness
  in relation to the use of ethnographic research
• Critically relate research, theory and practice in a
  creative and reflective way, according to
  professional/vocational context where
  appropriate.
  methods and approaches.
• Critically analyse and evaluate the application
  of specific ethnographic methodology to
  particular issues in the study of Religions,
  Society and Education.

Transferable skills

• Demonstrate acquisition of measurable key skills
  appropriate to the level of qualification in
  relation to written communication skills.
• Critically evaluate the strengths and
  weaknesses of using ethnographic research in
  the study of Religions, Society and Education.