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Research

The RE-searchers Approach: Critical, Dialogic and Inquiry-led RE for the Primary School

Professor Rob Freathy et al.

Research Summary

The ‘RE-searchers approach’ provides an innovative pedagogy for delivering RE in primary schools. It is inquiry-led and reflective, where the pupils are joint researchers (alongside their teacher) in the RE classroom and use a variety of methodologies and methods to investigate the subject matter understudy. This draws away from the teacher as the deliverer of factual information and instead introduces pupils to a variety of the approaches to the study of religion(s) and worldview(s) used throughout schools, university, and beyond. The RE-searchers approach offers multiple cartoon characters, each of whom use a different methodology and method (for example, the participator/experiencer: ‘Have-a-go Hugo’, and the interviewer/communicator: ‘Ask-it-all Ava’). Pupils engage with the characters and can adopt each character’s approach to research, thereby learning about not only ‘religion(s)’ but also ‘how to learn about religion(s)’. This is an interactive and inquiry-led approach to RE that highlights the role of interpretation, methodology and method in the study of religion(s) and worldview(s).

Researchers

Professor Rob Freathy, Giles Freathy, Dr Jonathan Doney, Dr Karen Walshe & Dr Geoff Teece

Research Institution

University of Exeter

What is this about?

  • How might primary RE teachers introduce an inquiry-led approach into the classroom?
  • How might pupils be introduced to the variety of interpretations, methodologies and methods that are used within the study of religion(s) and worldview(s) as a field of academic inquiry?
  • How does stepping in and out of RE-searcher character assist pupils to become aware of the multi-perspectival nature of research?
  • How has the RE-searchers approach been introduced, implemented and received in schools and by teachers?

What was done?

The RE-searchers approach has been co-created by Giles Freathy (ex-RE teacher, now primary teacher trainer) and Professor Rob Freathy (Graduate School of Education, University of Exeter). A manual and classroom resources have been developed for use in primary schools and trialled in various schools in the south west of England as well as further afield. Extensive theoretical research underpinned the development of the approach: this has been published alongside more practical classroom guides:

http://www.reonline.org.uk/wp-content/uploads/2016/07/The-RE-searchers-A-New-Approach-to-RE-in-Primary-Schools.pdf
http://www.reonline.org.uk/wp-content/uploads/2016/07/Quick-Start-Guide-The-RE-searchers-Approach.pdf

Main findings and outputs

The trials and feedback from those who have used the approach report that pupil engagement and enjoyment of RE is raised as a result. Some of the benefits for pupils and for teaching and learning in RE are as follows:

  • Successful movement away from a focus on learning factual ‘content’ in RE towards a wider conception of ‘knowledge’ (know that, and know how);
  • Heightened engagement with multi-methodological and multi-perspectival approaches, stimulating reflective and reflexive learning;
  • Greater stimulation and enjoyment for the pupils, through engagement with the RE-searcher characters;
  • Appreciation by the pupils of their own learning preferences (which character’s approach they prefer) and the benefits/limitations of each approach.

The approach has been recognised as innovative and successful by teachers, teacher-trainers and inspectors. Giles Freathy received a TES award in 2014 for the full implementation of the approach at Sir Robert Geffery’s School in Cornwall. The approach has since been the subject of multiple workshops and presentations at CPD/ITT training events and RE conferences. The full manual and resource pack, as well as further details, can be found on the RE:Online website.

Relevance to RE

RE teachers can explore the approach in the manual and find sample resources in the publications on RE:Online. It is directly applicable to their teaching environments and has the potential to markedly improve their classroom practice and the critical engagement of the pupils:

https://www.reonline.org.uk/teaching-resources/re-searchers-approach/

Generalisability and potential limitations

The project is ongoing and thus remains under development. By no means do the RE-searchers characters cover every interpretation/methodology/method found in the study of religion(s) and worldview(s). They are indicative only. Teachers are encouraged to engage with and experiment with the approach in order to further its development. For brief, teacher-friendly introductions, see:

Freathy G, Freathy R (2014). The RE-searchers: promoting methodologically orientated RE in primary schools. REtoday, 31(3), 50-51.
Freathy R, Freathy G (2013). RE-searchers: a dialogic approach to RE in primary schools. REsource, 36(1), 4-7.

The approach is aimed at primary settings; however, it is recognised that a critical, dialogical, multi-perspectival, and multi-methodological approach is required in secondary schools too. The approach can be developed for that setting as well. Some of the underpinning theory can be found here:

Freathy R, Freathy G (2014). Initiating children into hermeneutical discourses in Religious Education: a response to Rachel Cope and Julian Stern. Journal for the Study of Spirituality, 3(2), 156-167.

Find out more

Freathy R, Doney J, Freathy G, Walshe K, Teece G (2017). Pedagogical bricoleurs and bricolage researchers: the case of Religious Education. British Journal of Educational Studies, 65(4), 425-443.

https://www.tandfonline.com/doi/abs/10.1080/00071005.2017.1343454?journalCode=rbje20

 

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