Research in RE (part 1): What is RE research? Broadening our perspectives – Dr James Robson

Research in RE

Research in RE, and in education in general, is a hot topic at the moment. The word gets bandied around an awful lot and there seems to be a growing discourse at all levels, from policy makers and commentators to consultants and practitioners, that teachers should be research active and research informed. Unfortunately, what this actually means in practice isn’t always particularly clear. It’s very easy to engage in research rhetoric – repeating stock phrases about a need to ‘embed research in the profession’ and ensuring practice is ‘evidence based’. However, without a rich reflective discussion about what we actually mean, there’s a real danger that this kind of language sounds at best empty and at worst extremely patronising.

Therefore, as a starting point, I’m going use this blog to begin thinking about four questions that I believe are key to the whole debate about the place of research in RE: what is RE research; why is it important; who should be doing it; how should it be shared?

What is RE research? Broadening our perspectives.

There are two ways in which we can understand RE research: research about RE and research for RE. Research about RE clearly refers to those research projects that tend to come from within the RE world and focus on specific RE issues. These can be broad questions like ‘does RE work’ (Conroy), structural discussions (Aldridge), historical studies (Parker and Freathy), investigations of RE teachers’ experiences (Everington), as well as teacher led action research. However, there is a tendency in this area to focus in on key issues of teaching and learning in RE, i.e. pedagogy and teaching methods (Wright, Jackson, Gearon etc.).

In contrast research for RE can be thought of in terms of research from a wider group of subject areas and disciplines, beyond the narrow confines of the RE world, that has some bearing on the way we think about and engage with our subject. This could include work from educational studies – for example, research on assessment, pedagogy, and educational technology – or it could be related to RE subject knowledge emerging from, for example, theology, religious studies, anthropology, sociology, psychology, philosophy etc.

In my experience a great deal of discussion on RE research often has a narrow focus – usually understanding it in terms of research about RE. Regrettably a number of academics, teachers and funders are all guilty of this narrow focus, at least to some degree. This area, of course, is extremely important, but it is arguable that maintaining such a narrow focus is too limiting and risks RE research and professional communities becoming overly inward looking and closed off to outside innovation (a criticism not entirely new to the RE world). In contrast, if we engage with wider research that comes from outside RE, teachers, academics and professionals can stay up to date in wider educational and subject knowledge related debates.

Therefore, when we talk about RE research we should be careful with our language and ensure that we avoid embedding narrow definitions of the term, instead embracing a broad understanding that encompasses research both about and for RE. This is particularly important for teachers, teacher trainers and academics who may want to review the kinds of research they think might be relevant to their practice. However, it is equally important for funders in the RE world to consider whether too narrow a view of RE research can restrict educational innovation. They should reflect on whether funding criteria related to RE research, if understood only in terms of research about RE, close the door on innovative interdisciplinary projects that could significantly benefit the RE community. One way forward for funders might involve an increase in partnership working where RE focused trusts work with other grant giving bodies to fund RE specific posts on more general educational or subject knowledge related projects – employing RE experts to highlight RE relevance and ‘translate’ it for the subject specific audience of the RE world.

Read Research in RE (part 1): What is RE research? Broadening our perspectives
Read Research in RE (part 2): Why is RE research important?
Read Research in RE (part 3): Who should do RE Research?
Read Research in RE (part 4): How Should RE Research be Shared?

Dr James Robson is the Knowledge and Online Manager at Culham St Gabriels and a lecturer at Oxford University Department of Education where he is pathway leader for the MSc in Learning and Technology. His blog represents his personal opinions and does not reflect those of either of his employers.