Pedagogical agility in moments of conflict: how a bricolage approach enables the critical promotion of mutual respect and tolerance in the Religious Education classroom

Ackroyd, Rebekah ORCID: https://orcid.org/0009-0003-7557-9985 (2025) Pedagogical agility in moments of conflict: how a bricolage approach enables the critical promotion of mutual respect and tolerance in the Religious Education classroom. Cambridge Journal of Education . Item availability may be restricted.

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Abstract

This study focuses on mutual respect and tolerance, two of five fundamental British values which all teachers in England must promote. Existing research has highlighted the political and securitising nature of FBV, but less attention has been paid to the pedagogical approaches teachers use to promote them. Using data generated through a document analysis of key stage three schemes of work (for pupils aged 11-14) in Religious Education (RE) and semi-structured interviews with teachers in three secondary schools, this study draws on Freathy et al.’s (2017) pedagogical bricolage to explore how RE teachers promote mutual respect and tolerance. It shows how RE teachers need to be pedagogically agile, shifting between approaches to forge creative engagement with diverse worldviews and moments of conflict. It is argued that this requires strong pedagogical literacy but that when done well, a bricolage approach can afford a more critical promotion of mutual respect and tolerance.

Item Type:	Article
Journal / Publication Title:	Cambridge Journal of Education
Publisher:	Taylor & Francis (Routledge)
ISSN:	1469-3577
Departments:	Institute of Education > MA Programmes (Education)
Additional Information:	Rebekah Ackroyd, Senior Lecturer in Education (PG Studies), University of Cumbria, UK.
Depositing User:	Anna Lupton
Date Deposited:	11 Aug 2025 11:18
Last Modified:	12 Aug 2025 08:00
URI:	https://insight.cumbria.ac.uk/id/eprint/8994