BURA Collection:http://bura.brunel.ac.uk/handle/2438/1852024-03-28T13:34:58Z2024-03-28T13:34:58ZAn investigation of secondary school teachers’ perceptions and experiences of moral education in EnglandTanriverdi Gokceli, Mukaddes Zikrahttp://bura.brunel.ac.uk/handle/2438/285822024-03-20T03:00:40Z2023-01-01T00:00:00ZTitle: An investigation of secondary school teachers’ perceptions and experiences of moral education in England
Authors: Tanriverdi Gokceli, Mukaddes Zikra
Abstract: The objective of this study is to investigate the perceptions and experiences of secondary school teachers regarding moral education in English schools. The literature presents varying theories and arguments on the definition and role of moral education, which is generally believed to encompass values, virtues, and character development, as well as societal codes, the promotion of the common good, and the cultivation of autonomy. While most research has focused on the viewpoints of inexperienced trainee teachers regarding to their understanding and experience in teaching moral education, there is limited research raising the voices of experienced teachers. The purpose of this thesis is to fill this gap by investigating the perspectives and experiences of in-service teachers from across the curriculum subjects.
The data was collected through qualitative online semi-structured interviews with a stimulus material embedded showing current English policy requirements. By the utilisation of this material I aimed to open up discussions and make the data collection process more effective. In total, eighteen secondary school teachers were recruited through snowball approach from a variety of subject areas including religious education, English, physical education, maths, science, modern foreign languages, and other humanities subjects. The data were analysed using NVivo software and a reflexive thematic analysis approach. The themes identified from the analysis were developed through an inductive process. This research also aims to contribute the methodological literature by the use of stimulus material embedded in online interviews to enhance the data collection process besides its contribution to the existing literature on moral education.
The primary objective of this study is three-fold. First, it explores teachers' opinions on moral education, both in relation to and regardless of government policies of SMSC, PSHE, citizenship, FBVs, RHSE, and character education, using the perspective of policy enactment theory. Second, it focuses on teachers' awareness of their roles and responsibilities as outlined by government policies, including Teachers' Standards, ITT Core Content Framework, Early Career Framework, Ofsted's School Inspection Handbook, and Education Inspection Framework, with emphasis on their personal and professional development experiences. Finally, the study assesses the potential contributions of various curriculum disciplines to the moral education of students, using the Jubilee Centre's four-dimensional taxonomy of character education given its emphasis on the cultivation of moral, intellectual, performance, and civic virtues.
The findings of the data show that teachers’ perceptions of the concept of moral education was affected by the related policies rather than the theories of it. All participants know the policies of SMSC, PSHE, citizenship, FBVs, RHSE, and character education, and they implement these policies fully or partially within their form or PSHE courses, their subject areas, or the extracurricular activities within their school settlings. However, policies related to their professional development, including the Teachers' Standards, ITT Core content framework, Early Career framework, and Ofsted's Inspection Frameworks, do not appear to affect their understanding of their roles and responsibilities. The study also found a lack of initial teacher education and continuing professional development programs focused on moral education, and most teachers expressed a need for such programs to improve their teaching practices. Regarding to the roles of subject areas in providing moral education, it was found that while humanities subjects such as Religious Education play a crucial role in developing moral virtues, civic virtues can be fostered through various subject areas like history and English, and intellectual and performance virtues through science education, literature, arts, drama, and physical education. In sum, the study emphasizes that character education is not limited to a particular subject area but should be an integral part of the curriculum of all subjects. This study provides multiple unique contributions to the body of knowledge on moral education and has significant implications for policymakers, educators, and other stakeholders invested in promoting moral education within the English education system.
Description: This thesis was submitted for the award of Doctor of Philosophy and was awarded by Brunel University London2023-01-01T00:00:00ZMoral education in multicultural societies: From the perspective of family and neighbour relationshipsSentrurk, Mehmet Akifhttp://bura.brunel.ac.uk/handle/2438/282942024-02-14T03:00:58Z2024-01-01T00:00:00ZTitle: Moral education in multicultural societies: From the perspective of family and neighbour relationships
Authors: Sentrurk, Mehmet Akif
Abstract: Promoting social cohesion and harmonious coexistence is imperative within the context of human diversity. Navigating the complexities of communal living requires a moral pursuit of understanding and fostering interpersonal connections. Due to our society's growing diversity, these connections are more vital than ever. Fostering closer bonds among people is essential to overcome social disagreements, particularly in multicultural societies where diverse values and norms intersect. This research explores moral education in the context of diverse religious and cultural settings, focusing on how family and neighbour relationships contribute to individual moral development. By examining these fundamental social units, the research aims to unravel the intricacies of moral education aiming to enhance understanding and inform educational policy.
From a critical realist perspective, this study uses a mixed-methods approach, gathering data through a survey of 196 participants and conducting in-depth interviews with 12 individuals. This methodology allowed for a comprehensive understanding of the topic, combining quantitative insights with qualitative depth. The critical realism approach provided a robust analytical lens to interpret the findings, considering both the observable and underlying factors that may influence moral education.
Key findings from the study reveal a two-dimensional understanding of the concept of family and emphasise the crucial role of family relationships in shaping an individual's moral and character development. Furthermore, the study highlights the profound influence of recognition in interpersonal relationships, both within the family and with neighbours. This aspect of recognition plays an important role in how individuals interact and develop within their social spheres. Finally, the research offers valuable insights into the role of family and neighbour relationships in moral education, contributing to the discourse on educational policy in multicultural societies and underlining the need for inclusive and empathetic approaches in educational settings.
Description: This thesis was submitted for the award of Doctor of Philosophy and was awarded by Brunel University London2024-01-01T00:00:00ZA guided democracy for children? A case study of Summerhill School, SuffolkHusin, Nor Hayati Bintihttp://bura.brunel.ac.uk/handle/2438/277792023-12-02T03:00:43Z2023-01-01T00:00:00ZTitle: A guided democracy for children? A case study of Summerhill School, Suffolk
Authors: Husin, Nor Hayati Binti
Abstract: This study examines Summerhill School in Suffolk, England, which was established by A.S. Neill in 1921 and is widely recognised as "the oldest children's democracy" in the world. Democracy is not exemplified in the classroom but rather outside of academic life, despite the school's association with children's democracy. This study investigates the characteristics that define Summerhill School as a democratic school. Through interviews with the school's principal, vice principal, teachers, students, former students, and public visitors on the school's visiting day, it was determined that democracy is utilised in community affairs outside of teaching and learning activities. As the participants related their experiences with obstacles in decision-making, law-making, and comprehending equality for every member, issues of democracy at Summerhill School were recognised. Adult participants report difficulties that pertain mostly to administration, whereas student participants reveal issues that go directly to their daily school routine. The data also indicate that Summerhill School's distinctive democratic practices, although somewhat resemble the representative and participatory democracy taxonomies, do not fit into any of these two groups. Summerhill School has been categorised as a guided democracy based on the theoretical framework and real-world examples of Sukarno's guided democracy in Indonesia and B.F. Skinner's Walden Two, which illustrates the community life of Walden Two based on Frazier's guided democracy. The information was gathered through interviews with each participant. Significantly, this study includes serial interviews, which were undertaken to enhance the data and compare responses to those of other participants prior to determining final themes. At Summerhill School, democracy was exercised with care, as the degree of democracy employed determines the level of freedom for students.
Description: This thesis was submitted for the award of Doctor of Philosophy and was awarded by Brunel University London2023-01-01T00:00:00ZHow can reading dystopian fiction affect our understanding of education?Hill, Ruthhttp://bura.brunel.ac.uk/handle/2438/276202023-11-14T03:00:39Z2023-01-01T00:00:00ZTitle: How can reading dystopian fiction affect our understanding of education?
Authors: Hill, Ruth
Abstract: This thesis considers how reading literature can be used as a resource for educational
thought and how reading dystopian fiction can affect our understanding of the functions of
education. Key works of dystopian fiction were read using Felski’s (2015) approach of
hermeneutics of suspicion in order to gain a deeper understanding of education, focusing on
Biesta’s (2010) three functions of education: qualification, socialisation and subjectification.
Key findings include the relevance of using literature as research method, and the gains in
terms of understanding of education that are possible through reading dystopian fiction.
This promotes a discussion of how literature is used as a lens to view educational policy and
practice. Furthermore, the reading of dystopian fiction highlights the fallacy of the narrative
of education providing social justice: in each of Biesta’s (2010) functions, it is the powerful
who are in control and who lead with the intention of maintaining their power whilst
promoting an image of benevolence towards those with less advantage. The power dynamic
seen in dystopian fiction, including: Orwell’s Big Brother and Inner Party; Huxley’s Directors
and Alphas; and Atwood’s Commanders, are reflected in the power dynamic seen in
England’s schools, notably the UK government, aligned with the school inspectorate, and
school leaders; school leaders and teachers; and teachers and students.
Description: This thesis was submitted for the award of Doctor of Education and was awarded by Brunel University London2023-01-01T00:00:00Z