Moseley, Anne (2018) An inquiry into the development of intercultural learning in primary schools using applied scriptural reasoning principles. PhD thesis, University of Warwick.

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Abstract

This thesis explores the possibility of applying Scriptural Reasoning (SR) principles for promoting Intercultural Communicative Competence (ICC) in primary schools. It used storytelling and interfaith dialogue to encourage pupils to exercise these competences in classroom settings.

It takes its philosophical position from the work of Ricoeur and combines a phenomenological and interpretive approach to Religious Education (RE) to develop pupils’ understanding of both the “other” and the “self.” From this theoretical position, an age-appropriate intervention was developed based on the principles of Scriptural Reasoning in collaboration with the Cambridge Interfaith Program (CIP). The resulting “Story Tent” themed day built on the established work of Julia Ipgrave’s dialogic and Esther Reed’s narrative approach to religious education.

The underpinning work utilised Action Research (AR) methodology through a cyclical approach which took place over two iterative cycles in three different schools, each with its own distinctively-different religious ethos and demographic make-up. It was unusual in combining the contributions not only of teachers and researcher but also faith representatives from local communities. Data was collected through pupil self-assessments, group work, and research team interviews during the Story Tent Intervention day. Follow-up interviews were completed with a selection of pupils using a semi-structured interview – The Autobiography of Intercultural Encounter (AIE). The data was combined to produce pupil case study portfolios. ATLAS.ti was used to support the coding process and analysis of the data.

The initial primary findings suggest that the genre of story; the pedagogic style of drama; and the process of interreligious dialogue were particularly effective approaches which provided an environment where pupils and adults could explore and exercise intercultural communication. The secondary findings indicate that the skills and attitudinal competences outlined by Michael Byram seemed to lie within a hierarchy, both cognitively and interactionally. There was evidence which suggested that pupils with a strong sense of identity and were also able to tolerate ambiguity demonstrated a range of intercultural competences including critical cultural awareness. Finally, the personal religious identity of the pupils also had an impact on the pupils’ responses to the encounters, which (in combination with other factors) could be associated with particularly positive or negative outcomes.

Item Type:	Thesis (PhD)
Subjects:	L Education > LB Theory and practice of education > LB1501 Primary Education P Language and Literature > P Philology. Linguistics
Library of Congress Subject Headings (LCSH):	Education, Primary, Intercultural communication, Religious education -- Study and teaching, Storytelling
Official Date:	June 2018
Dates:	Date Event June 2018 UNSPECIFIED
Institution:	University of Warwick
Theses Department:	Centre for Education Studies
Thesis Type:	PhD
Publication Status:	Unpublished
Supervisor(s)/Advisor:	Ipgrave, Julia
Sponsors:	Culham St Gabriel’s Trust ; Hockerill Educational Foundation
Extent:	294 leaves : illustrations
Language:	eng

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