Dr Jonathan Doney
Research Fellow


Research interests

Jonathan Doney is a British Academy Postdoctoral Fellow at the Graduate School of Education. His main research interest is in methodological and analytical innovation, and he is currently working in the area of education policy development, consolidating work on the method of policy interrogation (Statement Archaeology) that he developed during his doctoral research. 

He has an eclectic research background, having spent a decade working for the Civil Service as a researcher in agriculture, specializing in the interface between farming and wildlife management, the environmental emissions from cow slurry, and deer census techniques. He then worked for eight years  in theology and philosophy, focusing on ecumenical theology and relationships between different church groupings. Since 2009, Jonathan has been working in Educational research, contributing to a wide diversity of projects, both historical and contemporary.

He has worked at Exeter as: Research Fellow on the Novel training through virtual reality research project funded by National Aerospace Technology Programme (NATEP); Research Fellow on the Face to Faith educational programme research project funded by the Tony Blair Foundation; Research Fellow on the Group thinking measures and collaborative learning in mathematics in the UK and Japan (funded by the British Academy); and as a Consultant to the East Devon Character Building Project, funded by DFE.

Formerly, Jonathan has been involved in a number of historical projects including The Hidden History of Curriculum Change in Religious Education in English Schools, 1969-1979, an investigation into the history of the Girls’ Day School Trust, and Exe Libris: on-line BibliographyHe has also been involved in contemporary research projects including RE-FlectThe Art of Narrative Theology and RE-Searchers.

Research projects

Jonathan's current recent project:

Jonathan's Fellowship project (English Religious Education: A story of indoctrination, Instrumentalization and Ideology) focuses on contemporary uses of historical insights, specifically in relation to the policy of compulsory Religious Education in English schools since 1944. Jonathan's recently completed doctoral work investigates the ways in which pedagogical innovation has been undertaken historically. The project is methodologically innovative, setting out an operationalization of methods described in Foucault’s historical work, and has an international purview, considering how the insights from the main study inform histories of RE in other national contexts. The work is being internationally recognised, and he has delivered invited lectures on the methodology in Spain and Norway. 



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