EQ912-30 Ethnographic Studies in Religions, Society and Education
Introductory description
n/a
Module aims
The module aims to enable students to understand and evaluate the use of ethnographic research methods in the study of faith-based and religion-related education. Students will be taught the principles of ethnographic analysis and critically analyse the use of ethnographic methods in relation to a selected context(s) and in particular research projects.
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.
Study time
Type | Required |
---|---|
Seminars | 10 sessions of 3 hours (100%) |
Total | 30 hours |
Private study description
Independent study hours include background reading, completing reading/other tasks in preparation for timetabled teaching sessions, undertaking research using the library resources, follow-up reading work, working on individual and group projects, the completion of formative and summative assignments, revision.
Costs
No further costs have been identified for this module.
You must pass all assessment components to pass the module.
Assessment group A1
Weighting | Study time | Eligible for self-certification | |
---|---|---|---|
Assessment component |
|||
Assessed Essay | 100% | Yes (extension) | |
It is recommended that the assessment task should reflect the professional structure of an academic presentation appropriate for the research method. |
|||
Reassessment component is the same |
Feedback on assessment
Written feedback is provided to students for each assessed essay using a standardised proforma. \r\nStudents are encouraged to discuss particular issues related to their assessed essays during the \r\nseminars or through separate meetings, email, or telephone, as required.
Courses
This module is Core optional for:
-
TEQA-X3R1 Postgraduate Religions, Society and Education
- Year 1 of X3R1 Religions, Society and Education
- Year 1 of X3R7 Religions, Society and Education (Chaplaincy Studies Pathway)
- Year 1 of X3R3 Religions, Society and Education (Christian Education Pathway)
- Year 1 of X3R4 Religions, Society and Education (Intercultural Education Pathway)
- Year 1 of X3R2 Religions, Society and Education (Islamic Education Pathway)
- Year 1 of X3R6 Religions, Society and Education (Religion and Reconciliation Pathway)
- Year 1 of X3R5 Religions, Society and Education (Religious Education Pathway)
- Year 1 of X3R8 Religions, Society and Education (Religous Experience Pathway)
- Year 2 of X3R1 Religions, Society and Education
- Year 2 of X3R7 Religions, Society and Education (Chaplaincy Studies Pathway)
- Year 2 of X3R3 Religions, Society and Education (Christian Education Pathway)
- Year 2 of X3R4 Religions, Society and Education (Intercultural Education Pathway)
- Year 2 of X3R2 Religions, Society and Education (Islamic Education Pathway)
- Year 2 of X3R6 Religions, Society and Education (Religion and Reconciliation Pathway)
- Year 2 of X3R5 Religions, Society and Education (Religious Education Pathway)
- Year 2 of X3R8 Religions, Society and Education (Religous Experience Pathway)