Publications by category
Books
Savini, H. Walshe, K. (2003). Biblos Secondary Teacher's Handbook. Norwich, RMEP, SCM Canterbury Press Ltd.
Walshe, K. (2003). Troubled People. Norwich, RMEP, SCM Canterbury Press Ltd.
Journal articles
Walshe K (2020). Seeing, grasping and constructing: pre-service teachers’ metaphors for ‘understanding’ in religious education.
British Journal of Religious Education,
42(4), 471-489.
Abstract:
Seeing, grasping and constructing: pre-service teachers’ metaphors for ‘understanding’ in religious education
Despite its centrality to most, if not all educational endeavours, what is meant by understanding is highly contested. Using Religious Education (RE) in England as a case subject this paper examines pre-service secondary school teachers’ construals of understanding. It does so by employing conceptual metaphor theory to analyse their linguistic discourse. Specifically, it examines the metaphors employed by participants in a series of focus group discussions (FGD) and provides important insights into how understanding is conceptualised by these pre-service teachers who are preparing to enter the RE profession. The metaphors employed by these pre-service teachers (‘understanding is SEEING’; ‘understanding is CONSTRUCTING’; ‘understanding is GRASPING’), focus on the dynamic and developmental nature of understanding (rather than on the outcomes) and reveal subject specific ways of thinking and practicing. This paper argues that each of the three conceptual metaphors employed by participants suggest particular ways of acting towards understanding with significant implications for teaching and learning in RE.
Abstract.
Full text.
Walshe K (2020). ‘Ah, now I see!’ Why the metaphors we use for ‘understanding’ in RE matter.
RE Today,
37, 3 Full text.
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.
Abstract:
Pedagogical Bricoleurs and Bricolage Researchers: the case of Religious Education
This article reconceptualises school teachers and pupils respectively as ‘pedagogical bricoleurs’ and ‘bricolage researchers’ who utilise a multiplicity of theories, concepts, methodologies and pedagogies in teaching and/or researching. This reconceptualization is based on a coalescence of generic curricular and pedagogical principles promoting dialogic, critical and enquiry-based learning. Innovative proposals for reconceptualising the aims, contents and methods of multi-faith Religious Education in English state-maintained schools without a religious affiliation are described, so as to provide an instance of and occasion for the implications of these theories and concepts of learning. With the aim of initiating pupils into the communities of academic enquiry concerned with theology and religious studies, the ‘RE-searchers approach’ to multi-faith Religious Education in primary schools (5-11 year olds) is cited as a highly innovative means of converting these curricular and pedagogical principles and proposals into practical classroom procedures that are characterised by multi-, inter- and supra-disciplinarity; notions of eclecticism, emergence, flexibility and plurality; and theoretical and conceptual complexity, contestation and context-dependence.
Abstract.
Full text.
Walshe KSJ (2016). What is meant by 'religious understanding'?.
RE Today,
33, 58-60.
Full text.
Walshe KSJ, Larkin S, Freathy RJK, Doney J (2014). Creating metacognitive environments in primary school RE classrooms.
Journal of Beliefs and Values: studies in religion and education,
35(2), 175-186.
Full text.
Larkin S, Freathy R, Walshe K, Doney J (2014). Creating metacognitive environments in primary school RE classrooms.
Journal of Beliefs and Values: studies in religion and education,
35(2), 175-186.
Abstract:
Creating metacognitive environments in primary school RE classrooms
Recent reports on Religious Education (RE) in England and Wales highlight the
need for guidance on pedagogy and learning. The RE-flect project addressed this
by promoting the creation of metacognitively oriented learning environments in
primary school RE classrooms. Six primary school teachers and 160 pupils
(eight to 10 years of age) took part in the second year of this two year project.
Meta-thinking, worldview and resources zones were created in each classroom.
Attainment in RE and pupil perceptions of the learning environment were
measured. Data from classroom observations, Worldview Profiles (WVP), and
pupil and teacher interviews were analysed qualitatively. Results show an overall
increase in attainment; a positive change in pupil perceptions of the learning
environment; and the ability of pupils to reflect on and articulate their
worldviews. Implications for RE curricular and pedagogy are discussed.
Abstract.
Full text.
Walshe KSJ, Teece GM (2013). Understanding 'understanding' in Religious Education.
British Journal of Religious Education,
35(3), 313-325.
Abstract:
Understanding 'understanding' in Religious Education
This paper takes as its starting point, one of the explicit aims of religious education in England, namely, the development of students’ religious understanding. It shows how curriculum documentation, whilst stating that religious understanding is an aim of religious education fails to clearly outline what is meant by it. This paper draws upon long-standing and ongoing debates in the field and suggests that religious understanding may be best conceived as a spectrum of understanding. Approached in this way, religious understanding becomes not an all or nothing affair, but a lens through which the student of religion may regard the beliefs and practices before them. Finally, the paper proposes an interpretation of religious understanding, which focuses on the soteriological dimension of religion, thus providing the student with a particularly religious lens to understand religious traditions in religious education and concludes by outlining what such an approach might look like in practice.
Abstract.
Full text.
Freathy R, Aylward K (2010). 'Everything is in parables': an exploration of pupils' difficulties in understanding Christian beliefs concerning Jesus.
Religious Education (USA),
105(1), 86-102.
Abstract:
'Everything is in parables': an exploration of pupils' difficulties in understanding Christian beliefs concerning Jesus
This article reports the findings of interviews conducted with students (aged 11-13) in four English secondary schools, examining reasons why young people find it difficult to understand Christian beliefs regarding Jesus’ miracles, resurrection and status as the Son of God. For the students in this sample, understanding and belief are closely related concepts. Many of them assume that belief is a necessary condition for understanding. The paper argues that greater attention should be paid in Religious Education (RE) to the relationship between belief and understanding and to the ways in which young people experience and conceptualise their learning in RE.
Abstract.
Full text.
Aylward K, Freathy, R. (2008). Children's conceptions of Jesus.
Journal of Beliefs and Values,
29(3), 297-304.
Abstract:
Children's conceptions of Jesus
This paper presents findings from a recent study investigating young children’s (aged 10-11) conceptions of Jesus in England. The overall picture revealed by the study is that whilst there was a general assent amongst pupils in our sample towards an ethical and humanistic conception of the historical Jesus, there was less of a consensus about those issues which previous research claims children find difficult to understand, namely: the divinity of Jesus; the miracles of Jesus; and Christian beliefs pertaining to Jesus’ continued presence in people’s lives today. The paper concludes by arguing that the variety of conceptions of Jesus which are encountered in RE may be seen by children as a barrier to learning rather than an opportunity to grow in understanding and highlights the need for further research into the relationship between children’s hermeneutical horizons and RE curriculum content.
Abstract.
Full text.
Walshe, K. (2006). PSHE and the Whole Person. Into Teaching, 8, 15-17.
Walshe, K. (2006). Promoting the Spiritual, moral, social and cultural development of pupils. Into Teaching, 6, 21-22.
Walshe, K. (2006). The problem of Bullying. Into Teaching, 9, 5-7.
Aylward, K. (2006). Who do you say I am? Young people's conceptualisations of Jesus.
Journal of Religious Education (Australia),
54(4), 27-36.
Full text.
Walshe, K. (2005). Caring and Tutoring. Into Teaching, 3, 17-18.
Walshe, K. (2005). Pastoral Care. Into Teaching, 1, 6-7.
Walshe, K. (2005). Spiritual, moral, social and cultural development. Into Teaching, 5, 23-24.
Walshe, K. (2005). The Whole Person. Into Teaching, Introduction, 8-10.
Walshe, K. (2005). What do young people really think about Jesus?. British Journal of Religious Education, 27(1), 65-78.
Loucaides, C., Chedzoy SM, Bennett, N. Walshe, K. (2004). Correlates of Physical Activity in a Cypriot Sample of Sixth Grade children.
Pediatric Exercise Science,
16(1), 25-36.
Full text.
Walshe, K. (2003). The Jesus Factor. Teaching Thinking, 11, 24-25.
Copley, T. (2001). The Jesus of Agreed Syllabuses in Key Stage 1 and the Jesus of Theology and Religious Studies. British Journal of Religious Education, 24(1), 32-40.
Walshe, K. (2000). The Bible in Upper Secondary School: Not always more boring than 'watching paint dry'. Resource, 23(1), 6-8.
Chapters
Walshe KSJ (2017). Lesson Planning. In Barnes LP (Ed)
Learning to Teach Religious Education in the Secondary School a Companion to School Experience, Routledge, 33-55.
Abstract:
Lesson Planning
Abstract.
Walshe KSJ, Teece G (2017). Understanding ‘Religious Understanding’ in Religious Education’. In James A, Barnes P (Eds.) Education and Religion, Routledge.
Larkin S, Freathy R, Walshe KSJ, Doney J (2016). Creating metacognitive environments in primary school RE classrooms. In Kuusisto A, Lovat T (Eds.)
Contemporary Challenges for Religious and Spiritual Education, Abingdon: Routledge, 45-56.
Full text.
Reports
Walshe K, Teece G (2019).
PRE-SERVICE TEACHERS' UNDERSTANDING OF UNDERSTANDING IN RELIGIOUS EDUCATION. 20 pages.
Abstract:
PRE-SERVICE TEACHERS' UNDERSTANDING OF UNDERSTANDING IN RELIGIOUS EDUCATION
Abstract.
Full text.
Freathy G, Freathy R, Doney J, Walshe K, Teece G (2015).
The RE-searchers: a New Approach to Primary Religious Education. Exeter, University of Exeter.
Full text.
Copley, T. Freathy, R. (2006). Biblos in New Zealand: the 4th Report of the Biblos project. Exeter, School of Education and Lifelong Learning, University of Exeter.
Allen G, Copley, T. Freathy, R. Jones, S. Walshe K (2006).
Teaching about Jesus in Religious Education: Improving Children's learning. Exeter, University of Exeter.
Full text.
Allen, G. Copley, T. Freathy, R. (2006). Teaching about Jesus in Religious Education: Improving Children's learning. Exeter, School of Education and Lifelong Learning, University of Exeter.
Copley, T. Freathy, R. Lane, S. (2006). The Speech of Angels: an extension to the third report of the Biblos Project. Exeter, School of Education & Lifelong Learning, University of Exeter/Scope/DfES.
Copley, T. Freathy, R. Walshe K (2005).
Teaching Biblical Narrative: a summary of the main findings of the Biblos Project, 1996-2004. University of Exeter, School of Education and Lifelong Learning.
Full text.
Copley, T. Freathy, R, Lane, S. (2004). On the side of the Angels: the third report of the Biblos Project. Exeter, University of Exeter, School of Education and Lifelong Learning.
Copley, T.D (2002). The Figure of Jesus in Religious Education, the report of the Teaching about Jesus in Religious Education Project. Exeter, School of Education and Lifelong Learning, University of Exeter.
Lane, S. Savini, H. Walshe, K. (2001). Where Angels Fear to Tread: the second report of the Biblos Project. University of Exeter, School of Education and Lifelong Learning.
Walshe, K. (2000). Teaching about Jesus in Religious Education. Exeter. School of Education and Lifelong Learning.
Walshe, K. (Eds) (1999). Teaching the Bible. Exeter, School of Education and Lifelong Learning, University of Exeter.
Publications by year
2020
Walshe K (2020). Seeing, grasping and constructing: pre-service teachers’ metaphors for ‘understanding’ in religious education.
British Journal of Religious Education,
42(4), 471-489.
Abstract:
Seeing, grasping and constructing: pre-service teachers’ metaphors for ‘understanding’ in religious education
Despite its centrality to most, if not all educational endeavours, what is meant by understanding is highly contested. Using Religious Education (RE) in England as a case subject this paper examines pre-service secondary school teachers’ construals of understanding. It does so by employing conceptual metaphor theory to analyse their linguistic discourse. Specifically, it examines the metaphors employed by participants in a series of focus group discussions (FGD) and provides important insights into how understanding is conceptualised by these pre-service teachers who are preparing to enter the RE profession. The metaphors employed by these pre-service teachers (‘understanding is SEEING’; ‘understanding is CONSTRUCTING’; ‘understanding is GRASPING’), focus on the dynamic and developmental nature of understanding (rather than on the outcomes) and reveal subject specific ways of thinking and practicing. This paper argues that each of the three conceptual metaphors employed by participants suggest particular ways of acting towards understanding with significant implications for teaching and learning in RE.
Abstract.
Full text.
Walshe K (2020). ‘Ah, now I see!’ Why the metaphors we use for ‘understanding’ in RE matter.
RE Today,
37, 3 Full text.
2019
Walshe K, Teece G (2019).
PRE-SERVICE TEACHERS' UNDERSTANDING OF UNDERSTANDING IN RELIGIOUS EDUCATION. 20 pages.
Abstract:
PRE-SERVICE TEACHERS' UNDERSTANDING OF UNDERSTANDING IN RELIGIOUS EDUCATION
Abstract.
Full text.
2017
Walshe KSJ (2017). Lesson Planning. In Barnes LP (Ed)
Learning to Teach Religious Education in the Secondary School a Companion to School Experience, Routledge, 33-55.
Abstract:
Lesson Planning
Abstract.
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.
Abstract:
Pedagogical Bricoleurs and Bricolage Researchers: the case of Religious Education
This article reconceptualises school teachers and pupils respectively as ‘pedagogical bricoleurs’ and ‘bricolage researchers’ who utilise a multiplicity of theories, concepts, methodologies and pedagogies in teaching and/or researching. This reconceptualization is based on a coalescence of generic curricular and pedagogical principles promoting dialogic, critical and enquiry-based learning. Innovative proposals for reconceptualising the aims, contents and methods of multi-faith Religious Education in English state-maintained schools without a religious affiliation are described, so as to provide an instance of and occasion for the implications of these theories and concepts of learning. With the aim of initiating pupils into the communities of academic enquiry concerned with theology and religious studies, the ‘RE-searchers approach’ to multi-faith Religious Education in primary schools (5-11 year olds) is cited as a highly innovative means of converting these curricular and pedagogical principles and proposals into practical classroom procedures that are characterised by multi-, inter- and supra-disciplinarity; notions of eclecticism, emergence, flexibility and plurality; and theoretical and conceptual complexity, contestation and context-dependence.
Abstract.
Full text.
Walshe KSJ, Teece G (2017). Understanding ‘Religious Understanding’ in Religious Education’. In James A, Barnes P (Eds.) Education and Religion, Routledge.
2016
Larkin S, Freathy R, Walshe KSJ, Doney J (2016). Creating metacognitive environments in primary school RE classrooms. In Kuusisto A, Lovat T (Eds.)
Contemporary Challenges for Religious and Spiritual Education, Abingdon: Routledge, 45-56.
Full text.
Walshe KSJ (2016). What is meant by 'religious understanding'?.
RE Today,
33, 58-60.
Full text.
2015
Freathy G, Freathy R, Doney J, Walshe K, Teece G (2015).
The RE-searchers: a New Approach to Primary Religious Education. Exeter, University of Exeter.
Full text.
2014
Walshe KSJ, Larkin S, Freathy RJK, Doney J (2014). Creating metacognitive environments in primary school RE classrooms.
Journal of Beliefs and Values: studies in religion and education,
35(2), 175-186.
Full text.
Larkin S, Freathy R, Walshe K, Doney J (2014). Creating metacognitive environments in primary school RE classrooms.
Journal of Beliefs and Values: studies in religion and education,
35(2), 175-186.
Abstract:
Creating metacognitive environments in primary school RE classrooms
Recent reports on Religious Education (RE) in England and Wales highlight the
need for guidance on pedagogy and learning. The RE-flect project addressed this
by promoting the creation of metacognitively oriented learning environments in
primary school RE classrooms. Six primary school teachers and 160 pupils
(eight to 10 years of age) took part in the second year of this two year project.
Meta-thinking, worldview and resources zones were created in each classroom.
Attainment in RE and pupil perceptions of the learning environment were
measured. Data from classroom observations, Worldview Profiles (WVP), and
pupil and teacher interviews were analysed qualitatively. Results show an overall
increase in attainment; a positive change in pupil perceptions of the learning
environment; and the ability of pupils to reflect on and articulate their
worldviews. Implications for RE curricular and pedagogy are discussed.
Abstract.
Full text.
2013
Walshe KSJ, Teece GM (2013). Understanding 'understanding' in Religious Education.
British Journal of Religious Education,
35(3), 313-325.
Abstract:
Understanding 'understanding' in Religious Education
This paper takes as its starting point, one of the explicit aims of religious education in England, namely, the development of students’ religious understanding. It shows how curriculum documentation, whilst stating that religious understanding is an aim of religious education fails to clearly outline what is meant by it. This paper draws upon long-standing and ongoing debates in the field and suggests that religious understanding may be best conceived as a spectrum of understanding. Approached in this way, religious understanding becomes not an all or nothing affair, but a lens through which the student of religion may regard the beliefs and practices before them. Finally, the paper proposes an interpretation of religious understanding, which focuses on the soteriological dimension of religion, thus providing the student with a particularly religious lens to understand religious traditions in religious education and concludes by outlining what such an approach might look like in practice.
Abstract.
Full text.
2010
Freathy R, Aylward K (2010). 'Everything is in parables': an exploration of pupils' difficulties in understanding Christian beliefs concerning Jesus.
Religious Education (USA),
105(1), 86-102.
Abstract:
'Everything is in parables': an exploration of pupils' difficulties in understanding Christian beliefs concerning Jesus
This article reports the findings of interviews conducted with students (aged 11-13) in four English secondary schools, examining reasons why young people find it difficult to understand Christian beliefs regarding Jesus’ miracles, resurrection and status as the Son of God. For the students in this sample, understanding and belief are closely related concepts. Many of them assume that belief is a necessary condition for understanding. The paper argues that greater attention should be paid in Religious Education (RE) to the relationship between belief and understanding and to the ways in which young people experience and conceptualise their learning in RE.
Abstract.
Full text.
2008
Aylward K, Freathy, R. (2008). Children's conceptions of Jesus.
Journal of Beliefs and Values,
29(3), 297-304.
Abstract:
Children's conceptions of Jesus
This paper presents findings from a recent study investigating young children’s (aged 10-11) conceptions of Jesus in England. The overall picture revealed by the study is that whilst there was a general assent amongst pupils in our sample towards an ethical and humanistic conception of the historical Jesus, there was less of a consensus about those issues which previous research claims children find difficult to understand, namely: the divinity of Jesus; the miracles of Jesus; and Christian beliefs pertaining to Jesus’ continued presence in people’s lives today. The paper concludes by arguing that the variety of conceptions of Jesus which are encountered in RE may be seen by children as a barrier to learning rather than an opportunity to grow in understanding and highlights the need for further research into the relationship between children’s hermeneutical horizons and RE curriculum content.
Abstract.
Full text.
2006
Copley, T. Freathy, R. (2006). Biblos in New Zealand: the 4th Report of the Biblos project. Exeter, School of Education and Lifelong Learning, University of Exeter.
Walshe, K. (2006). PSHE and the Whole Person. Into Teaching, 8, 15-17.
Walshe, K. (2006). Promoting the Spiritual, moral, social and cultural development of pupils. Into Teaching, 6, 21-22.
Allen G, Copley, T. Freathy, R. Jones, S. Walshe K (2006).
Teaching about Jesus in Religious Education: Improving Children's learning. Exeter, University of Exeter.
Full text.
Allen, G. Copley, T. Freathy, R. (2006). Teaching about Jesus in Religious Education: Improving Children's learning. Exeter, School of Education and Lifelong Learning, University of Exeter.
Copley, T. Freathy, R. Lane, S. (2006). The Speech of Angels: an extension to the third report of the Biblos Project. Exeter, School of Education & Lifelong Learning, University of Exeter/Scope/DfES.
Walshe, K. (2006). The problem of Bullying. Into Teaching, 9, 5-7.
Aylward, K. (2006). Who do you say I am? Young people's conceptualisations of Jesus.
Journal of Religious Education (Australia),
54(4), 27-36.
Full text.
2005
Walshe, K. (2005). Caring and Tutoring. Into Teaching, 3, 17-18.
Walshe, K. (2005). Pastoral Care. Into Teaching, 1, 6-7.
Walshe, K. (2005). Spiritual, moral, social and cultural development. Into Teaching, 5, 23-24.
Copley, T. Freathy, R. Walshe K (2005).
Teaching Biblical Narrative: a summary of the main findings of the Biblos Project, 1996-2004. University of Exeter, School of Education and Lifelong Learning.
Full text.
Walshe, K. (2005). The Whole Person. Into Teaching, Introduction, 8-10.
Walshe, K. (2005). What do young people really think about Jesus?. British Journal of Religious Education, 27(1), 65-78.
2004
Loucaides, C., Chedzoy SM, Bennett, N. Walshe, K. (2004). Correlates of Physical Activity in a Cypriot Sample of Sixth Grade children.
Pediatric Exercise Science,
16(1), 25-36.
Full text.
Copley, T. Freathy, R, Lane, S. (2004). On the side of the Angels: the third report of the Biblos Project. Exeter, University of Exeter, School of Education and Lifelong Learning.
2003
Savini, H. Walshe, K. (2003). Biblos Secondary Teacher's Handbook. Norwich, RMEP, SCM Canterbury Press Ltd.
Walshe, K. (2003). The Jesus Factor. Teaching Thinking, 11, 24-25.
Walshe, K. (2003). Troubled People. Norwich, RMEP, SCM Canterbury Press Ltd.
2002
Copley, T.D (2002). The Figure of Jesus in Religious Education, the report of the Teaching about Jesus in Religious Education Project. Exeter, School of Education and Lifelong Learning, University of Exeter.
2001
Copley, T. (2001). The Jesus of Agreed Syllabuses in Key Stage 1 and the Jesus of Theology and Religious Studies. British Journal of Religious Education, 24(1), 32-40.
Lane, S. Savini, H. Walshe, K. (2001). Where Angels Fear to Tread: the second report of the Biblos Project. University of Exeter, School of Education and Lifelong Learning.
2000
Walshe, K. (2000). Teaching about Jesus in Religious Education. Exeter. School of Education and Lifelong Learning.
Walshe, K. (2000). The Bible in Upper Secondary School: Not always more boring than 'watching paint dry'. Resource, 23(1), 6-8.
1999
Walshe, K. (Eds) (1999). Teaching the Bible. Exeter, School of Education and Lifelong Learning, University of Exeter.