Unearthing Policies of Instrumentalization in English Religious Education Using Statement Archaeolog


IntroductionBecoming familiar with Statement ArchaeologyTheoretical foundationsFoucault’s principles for historical enquiryStatement Archaeology in practiceSelecting appropriate starting pointsInterrogating the statements selectedContextualizing English religious educationThe introduction and maintenance of compulsory provision of REEnglish RE a story of indoctrination, ideology, and instrumentalization?IndoctrinationIdeologies in REInstrumentalization in English RECurrent debates in English REStructure of the bookNotes: How did the provision of RE become compulsory?IntroductionThe criteria of formation of Statement OneCircumstances of productionAuthorship and authority of Statement OneThe criteria of transformation of Statement OneStatement One in contextAssessing the originality of Statement OneEducation ActEducational Reconstruction: the 1943 White PaperEducational aims—The Conservative And Unionist Party ReportThe Green Book, June 1941The Archbishops’ five points of 1941The programmatic nature of Statement OneThe criteria of correlation of Statement OneCorrelation between Statement One and its own domain of discourseCorrelation between Statement One and other domains of discourseReligion in educationThe Times, 1940 and 1941Subsequent repetitions of Statement OneHow did it become possible for the provision of religious teaching to be made compulsory under the 1944 Education Act?Notes: Making little ChristiansIntroductionThe criteria of formation of Statement TwoCircumstances of productionThe Institute of Christian Education (ICE) study and research committeeReligious education in schools: the 1954 reportAuthorship and authority of the reportThe criteria of transformation of Statement TwoAssessing the originality of Statement TwoThe programmatic nature of Statement TwoThe criteria of correlation of Statement TwoCorrelation between Statement Two and its own domain of discourseCorrelation between Statement Two and other domains of discourseSubsequent repetition and non/repetition of Statement TwoChanging rules for the repeatability of Statement TwoThe rise and fall of proselytizational RE?Notes: Unearthing religious pluralism in REIntroductionThe criteria of formation of Statement ThreeThe context in which WP36 was producedThe Religious education in Secondary Schools ProjectProduction, authorship, and authoritative status of WP36The criteria of transformation of Statement ThreeAssessing the originality of Statement ThreeTowards the origin of Statement ThreeThe programmatic nature of Statement ThreeThe criteria of correlation of Statement ThreeCorrelation between Statement Three and its own domain of discourseCorrelation between Statement Three and other domains of discourseReception and subsequent repetition of Statement ThreeUnearthing Religious pluralism in RENotes: The changing peculiarity of compulsory religious educationIntroductionThe criteria of formation of Statements Four and FiveThe political context in which the Education Reform Bill was producedReligious Education and the Education Reform Bill 1987The criteria of transformation of Statements Four and FiveAssessing the originality of Statement Four and FiveThe origin of Statement FourResponses to the Consultation DocumentAttempts to include RE in the National curriculumRE and the basic curriculumThe origin of Statement FiveExposing ideological commitmentsAttempts to prescribe the content of Religious EducationRE should be predominantly Christian…The programmatic nature of Statements Four and FiveThe criteria of correlation of Statements Four and FiveCorrelation between Statements Four and Five and their own domains of discourseCorrelation between Statements Four and Five and other domains of discourseInitial repetition of Statement FourInitial repetition of Statement FiveSubsequent repetition of Statements Four and FiveNotes: Indoctrination, Ideology, and Instrumentalization in English REIntroductionHow did the compulsory provision of RE become and remain possible?To what extent is the story of English RE one of ‘Indoctrination, Ideology and Instrumentalization’?Informing current debatesShould RE remain compulsory?By whom, and to what ends, should the content of the RE curriculum should be determined?Should there be a right of withdrawal (and if so, how should it work)?Understanding the process of changeConclusionNotes: Applying Statement ArchaeologyIntroductionRevisiting the theoretical underpinnings of Statement ArchaeologyWhy Statement Archaeology and not Statement Genealogy?’Why focus so much on the search for discontinuities?What makes Statement Archaeology different to other approaches to Critical Discourse Analysis?Revisiting the use of Statement Archaeology in practiceBalancing the three criteriaUsing multiple starting pointsWhich avenues of investigation to follow?Interpretation of artefactsReflecting on the use of Statement Archaeology in other fieldsWhat might Statement Archaeology reasonably achieve in your work?What ethical issues should you consider?What potential developments might affect your use of Statement Archaeology?Using Statement Archaeology in your workConclusionNotesBibliographyArchive sourcesChurch of England Record Centre, BermondseyThe National Archive, KewInstitute of Christian Education Archives, Cadbury Special Collection, University of BirminghamNewsam Library and Archives, Institute of Education, UCL, LondonPublished Sources