Introduction: Melanie Nind (MN) and Liz Todd (LT), Co-Editors of the International Journal of Research & Method in Education (IJRME)

Size: px
Start display at page:

Download "Introduction: Melanie Nind (MN) and Liz Todd (LT), Co-Editors of the International Journal of Research & Method in Education (IJRME)"

Transcription

1 Introduction: Melanie Nind (MN) and Liz Todd (LT), Co-Editors of the International Journal of Research & Method in Education (IJRME) LT: We are the co-editors of International Journal of Research & Method in Education. My name is Liz Todd and I m Professor of Education and Inclusion at Newcastle University. MN: And I m Melanie Nind and I m Professor of Education at the University of Southampton. Q1. For researchers or students who have never encountered IJRME, what is the journal about in a nutshell? LT: So, the journal: the International Journal of Research & Method in Education is, as it says, primarily a journal about research methodology in Education. And what we re interested in; we re interested in evidence of unusual or new methods of Education research, we want conceptual, theoretical or methodological issues in Education research and we d like our articles always to have an international dimension. So if your paper is very much grounded in the area that you re working in, which often it will be, that needs to be thought in terms of how can it speak to the international community of people who will be reading it. We re internationally refereed, we re interdisciplinary but we do focus on methods and that s something that sometimes gets forgotten by people who write to us and end up, will put in papers that are much more just focused on Education alone and it has to be focused on methodology. Is that? MN: Yes, I think that s fair. The journal, in its past, was Westminster Studies in Education and had a previous life under a different title and that was a much more generic journal. But I think, when we were kind of re-launching the journal with this methodological focus, the methodological focus was chosen, primarily because there wasn t another journal doing that. You get journals like the International Journal of Social Research Methodology or Qualitative Research that are doing a really nice kind of job around methodology and you get really nice Education journals but we wanted something that kind of spoke to both Education and method and I think that, as Educationalists, method is intrinsically interesting and, as Methodologists, I think are often concerned with the Educational dimension of their work, so there is a really natural cross-over. And in terms of kind of issues and the range of things, we kind of go from broad kinds of ways of knowing, ways of seeing, ways of understanding the world, ways of capturing and understanding data to quite focused LT: to very particular things, yes. MN: Yes, really in depth; how do you do this form of analysis, using this software? But I think what s distinctive is, there s always that question: And what does that mean for Education? ; What does that mean for us as a community of Educational researchers? Because often the implications are different for Education aren t they? Because, you know,

2 often people are practitioner-researchers or, you know, they ve got that, that kind of applied contextual dimension. LT: And the other thing that I think is really, distinguishes our journal, is that we re not just qualitative and we re not just quantitative. We are very much for the full community, so we really hope that people, that qualitative researchers will continuously be able to look at our journal and find some really useful things and similarly, quantitative. We want to be really innovative in both areas and we also want to be innovative in putting those two areas together, so it s a mixed methodology. And I think that is quite unusual, in terms of a journal. Is that? That s right isn t it? MN: Yes, that s right. That s what Martyn Hammersley said when he was asked to do some publicity for the journal. You know, where else would you be able to pick up a journal and be able to go from, you know, a really kind of intricate LT: yes, an advanced, an intricate thing about some kind of area about epistemology and methodology and then to advanced, you know, multi-level modelling and some kind of the new area of that. Q2. Are there any recent topics, papers, and/or issues which you feel have been particularly successful? MN: It s hard to pick out particular kinds of successes. I think the special issues always draw people in, they re always very carefully chosen, the editors I kind of think always make a really good job of them. Two in particular really, strike in my memory. There was the one around quality in Educational research and there ve been such debates about this and it s such a kind of controversial area after the kind of Hargreaves thing saying that Educational researchers maybe weren t doing the job that they should and such strong responses that that special issue about quality, did a really good job of moving the debate on. I think the special issue that Pat Sikes and Heather Piper edited, as well, on ethics, not just ethics but ethics and academic freedom in Educational research was important because that kind of debate s gone on in other areas of methodology that this was the, you know, the Educational debate around that, so that strikes me. But, I mean, you can pick out individual papers and issues. I think that some of what we ve done really nicely, is just pick out issues that other people haven t done and this isn t always the great big names, but one of the ones that just is in my mind fresh today is the paper that Yvonne, Yvonne Downs wrote. She was an early career researcher, and she kind of took the lid off, in a way, transcription. And just wrote this, wrote and submitted, this beautiful paper for us, around the emotional labour of transcribing, the fact that transcribing was often done by women, in hard-pressed ways and sometimes what they were transcribing was quite painful, difficult material and so, some of the impact on them, some of the impact on the project of the transcribing and so little has been written about transcription. So

3 although, kind of you know, she moves onto the Educational implications of that, I think sometimes the journal just covers topics that other people haven t covered, in nice ways. LT: Yes and these are topics that we, we kind of move over too quickly, aren t they? And they re things that have the potential for being unpacked and looked at and being critical about, that is actually very important to do so. Because they require decisions to be taken, they have implications for that, well for our, for our discipline and for you know, Education therefore. So that s important. Q3. What do you look for when considering articles and submissions? LT: So, the question of what we look for in/when considering articles as an editor, the only thing I look for right at the beginning, is whether it s relevant for the journal. So because with my job, isn t to decide whether a paper should be published in the journal because I pass them - all the papers - on to some reviewers and I select reviewers for the paper. So I, I think, what our job is first of all, is just is it, is it/does it have a methodological issue? And I know that something that we ve developed in our discussions as editor, is even if it is much more about Education than about methodology, if there s a possibility that it could be turned into, and if it s got some methodological warrant there and something that could be turned into and making it methodology / methodological, then we think our reviewers could help that process, we re happy to accept it. So we will, there s a kind of wide range of that so that s the first thing. In terms of advice for people who are wanting to publish for us and what makes a good article? I mean, I would say that really, try to think through what kind of point are you making in your paper? You know, you ve got to be making MN: developing a good argument LT: a good argument and it s usually, probably about one particular point and not trying to make too many points, which I m sure I, you know, as an author, you know, am not very good at doing - But one, one particular point that you follow through and it could be something that s been done before, but are you doing something, are you adding to that? Are you developing something conceptual about and something theoretical? And not just describing how you do it. You know, I think recently and you know, I kind of won t mention the kind of things because I don t want people to feel I m kind of airing, airing their own work in a bad way in public but there are some issues that we ve looked at, papers that we ve had, where there s been some issue that would be really, really useful but it s been done so descriptively with no and it would ve been really good to have had that in, that issue in our journal, but because there wasn t anything conceptual and it wasn t really thought about beyond the how you do it, we couldn t really keep it. MN: Yes, I think sometimes it s easier to think about What s not good? and what is not good

4 LT: It is, I know and I don t want to give examples of that. MN: But sometimes people think, well you know, if they just say this is the methodology I used, therefore I ll send it to a methodology journal and they ll be interested. LT: That s not enough. MN: No, it isn t enough. LT: No, they need to be making a point don t they? They need to be making an argument and there are lots of examples of that in the journal for people to read, to then see the kinds of things they can do. MN: I like things that really highlight the potential and the problems of a method but in a way that s really worked through with data, with contextualisation cause this isn t method in the abstract, it s method in an Educational domain. LT: It is isn t it? Yes, that s a really good point to make. And then there are some really obvious things such as: how people check their spellings, their typos, has it been proofread? And obviously not, not plagiarised, not copied. So there s kind of, all the kind of and a lot of things like that can be sorted out by making sure that people give their papers to their colleagues and their friends to be looked at. Which is very important. MN: And I d advise people to read the journal as well. Go back, see what else has been published: what kind of voice has been used? What kind of voice do they want to adopt when they re speaking, writing, telling their story. LT: Yes, and I think we would encourage people to try to find their own voice, wouldn t we, in their papers? And you ll see that, from our papers, that we also have a very wide range of, of ways of writing. MN: Hugely diverse. LT: Massively, wide ranging. You know, it s not like some journals which have a very similar kind of voice, voice in that paper, don t they? In that journal. MN: Yes there s a journal style. LT: Yes, a journal stance. MN: No, we re not like that. LT: No, we re very, very wide. Yes. Q4. What do you see as the strengths of IJRME as an academic journal?

5 MN: Its strength primarily is its distinctiveness. There isn t another journal within the Educational field that does, kind of, method in this way. That really looks at the whole process of enquiry, not just the outcome of the enquiry but the process of the enquiry, so it s really distinctive, you know, we ve talked a little bit about it being quantitative and qualitative, that s really a strength of the journal. I think the journal actually has an extremely experienced and helpful editorial board. LT: It does absolutely. And I think that s, that s crucial actually isn t it? MN: It makes a difference. LT: Because that does mean that a lot of papers get a lot of very good quality advice. If that paper s got any possibility of being published, it will get some good detailed advice and sometimes, what I saw when I first came on board as part of the editorial team, with papers that I hadn t taken from the beginning but I saw the end point of them and I could see that sometimes things had gone through three different cycles of having review comments and were very different to when they started but was a very strong paper by the end. And I m hoping that that s immensely useful to the authors and that s a real strength. MN: Absolutely. I think the journal has a sort of, a bit of a feel of dialogue about it. Some of the papers are kind of one-off here s, here s something that I can say about using this method, in this educational context, and this is an argument I want to make and that s the end of the story and, but it s a real contribution. But with others you get that sense of a theme being picked up from an earlier issue and being developed or being responded to and I think the journal is quite strong in that respect and it s a way, you know, that I d like to see the journal develop even further and to have that sense of dialogue and you know When we moved - and I was on the board when it was Westminster Studies when we moved from Westminster Studies to the International Journal of Research and Method one of the things we wanted was to be able to cover dissent or different voices, different perspectives. Not to just have lots of isn t this lovely? kind of type papers or, isn t my contribution useful? but actually really to get that rigorous debate and I think that, you know, we have gone some way to doing that. Q5. What are your aspirations for the future of the journal? LT: Our aspirations for the future of the journal? I mean, there are various aspirations, I think one thing, I would be so bold as to say is that we should all in Education, all Educational researchers, should be publishing methodological papers and I don t think they do. So my aspirations, or key aspiration is that we need to be looking more at our methodology. We all do key Educational research, or most of us do they use some kind of method we should be looking rigorously at those methods, presumably we think about those methods, so let s actually get to publishing more of them. And I think that s the first thing I d say.

6 The next thing is, the issue that we ve been talking about already, is dialogue and dissent. So I think our aspirations would be that we d have more dialogue and more dissent. Is that what you would say? MN: Yes. LT: And maybe more papers where you have one view and then another view presented and not being afraid to be controversial. MN: Yes, I fully agree with you. I mean there are some generic things, around the future of the journal I think, you know, all journals want to have better and better quality papers, we d want to see the issues growing. We ve already grown from two issues, to three issues to four issues next year. We ve gone onto the online first thing [ifirst], so the journal is thriving and of course we want it to thrive but it needs to thrive in fairly distinctive ways so, I think, we ll do really well in the future if we can join the Educational community up with the wider Social Science community and methodological community. LT: Yes, that s another one isn t it? That s a further development isn t it? MN: Yes, because Education can be a bit off on its own and can be a kind of, less esteemed discipline sometimes, within the broader Social Sciences. Certainly it gets lesser for, a kind chunk of research money. LT: Yes it does, absolutely right. MN: But sometimes we can be our own worst enemy if we don t join up with that Social Science community, but I see the journal as a being a bridge, you know LT: A bridge into other methods and methodology journals and other methodology debates that we can be taken seriously in those kind of arenas as well. Q6. Have there been any single educational concerns or turning points that have influenced the direction of the journal? MN: Yes, I think the journey to being a journal that was about method and methodological enquiry, rather than a generic, was about filling a gap. That there is very much, or was very much, a gap around that. I think there is this kind of heartfelt thing that a lot of the debates about method, kind of go on behind closed doors and not on the paper. So there might be really heart-wrenching stuff about the ethics of doing it this way or that way but they don t get aired, they don t get shared and therefore, for new researchers, researchers who kind of straddle that I m an Educational practitioner and I m a researcher and I m you know, they really want to be party to those debates and don t often get to join in the discussion sometimes. And therefore to, you know, I think when we were making the transition for the journal to actually, kind of, have some of the closed door stuff out there and in the journal was right and one of those things we wanted to do. And really just something about good

7 quality papers. I think one of the things we do nicely is that real mix of papers from early career researchers right through to kind of, the very top names. LT: And I think the journal, as part of its journey has also taken areas that we use and we kind of, walk over quite quickly without really thinking about; whether it s focus groups or transcription, or a lovely paper that I remember looking at was the practice of, when people, when children are filling-in questionnaires, they make little, sometimes they actually write things in the margins and somebody [E. Alerby & C. Kostenius] did some research of those things that were written. And it s the sort of thing that, whether it s the thing we do all the time; which is say, focus groups and interviews or the things that we see quite a bit but we never really think of looking at. You know, what the journal has done is, being able to present those so that we can really look carefully about what we do, and theoretically about what we do and critically about what we do. MN: And it s kind of joining up the micro with the macro, isn t it? LT: Yes. MN: So those sound like really micro things but actually they re often speaking to the really big public debates. LT: Yes, yes, and ethical issues and issues about what counts as knowledge and? Yes. Q7. What topics would you like to see more of, to represent the ways that the journal has changed? LT: I think the topics we d like to see more of, there s quite a few things that come to mind. It s a bit scary to say because I don t really want to, anybody to think that if they haven t heard their topic in what we say now that that isn t something they should put in. Or, to think that these are the only things that they should be and these will definitely get accepted in the journal. So this is just really some ideas. I mean, the first thing is, well you know we do want to see some of those normal things that we just do, you know like interviews and focus-groups, but building on the things that have already been said in the journal. So we want other papers that just keep looking at those areas again. We don t want ones that repeat what s already there and people quite often do that really. We want more that look, again, at combining quant and qual, qualitative research. We want other ways of thinking about that, other, other ways of doing it I m particularly interested in video, I know there s a lot on video but there s a special issue MN: a nice special issue coming out on visual methods. LT: Yes, a special issue coming out on that, so, but there s always more that can be done on that. I would like to see more that actually gives us some of the cutting-edge ideas on the quantitative methods, but does it in a really friendly way but still doesn t shirk, say, what

8 that issue is for the quant people, you know and that s a really difficult thing and I don t think we get enough of that. We get quite a few quant stuff that we can t use because it simply is not understandable by anybody apart from the statisticians. If it s only about statistics, we can t use it. So we need that, we need more addressing innovative points, more on issues we think we know tons about like participation and voice, you know we think we know lots about that but there s so much that we re not doing in that area that we could go on for ever and ever. More about ethical issues, again, we think we ve done that but we haven t. What about you Mel? MN: Yes, I m really interested in the innovation side, I d like to see more of that. I think being part of the National Centre for Research Methods and being really tuned into that innovation agenda. I think Educationalists are quite innovative in the things they do, I think they sometimes almost take for granted what they re doing and don t necessarily, you know, kind of promote their, the ways they go about their enquiry and recognising the innovation in it. And I think the other thing I d like to see more of, is more of kind of the disciplinary border-crossing. LT: I was wondering about that, yes. MN: You know, the Arts in Education, History in Education, Philosophy in Education and Education is already a kind of multi-disciplinary discipline. LT: It is isn t it? Yes, yes. MN: And I think it s often when disciplines kind of come up against each other that you get the interesting innovation. So more of that would be nice. LT: Yes, absolutely. I think that s absolutely right and I d like that as well. Q8. What have been the most important/controversial events in contemporary debate that have been discussed in the journal? MN: I think probably, one of the most important issues has been around quality. What does quality mean? I think we still grapple with this, the whole kind of Educational, the whole methodological community grapples with quality. I think it s not for us to leave it to other people to decide what makes good research. I think that that s something we as a community need to own and to develop and it s very easy to kind of sit back and just take the agenda and quality as given, especially when there are such strong drivers like the research evaluation exercises and things. They re really strong drivers and if they re not careful, if we re not careful, they dictate to us our understanding of quality and you know, that special issue around quality was really important as an issue to debate. But I think we keep chipping away at that, as well actually, more and more, so I think that s a really interesting one. Probably the ethics is going to be

9 LT: Yes, I was thinking the ethics as a key thing as a MN: controversial one. LT: Yes, because everybody s now, has ethical, quite strong ethical procedures in their universities in a way that they didn t ten years ago. MN: I think sometimes where we ve had the most debate, the controversy in terms of one researcher arguing or responding with another researcher, has been actually about specific methods. Often within the quantitative domain actually but you know, there s been those controversies too, which have been interesting. LT: And what counts as innovation? as being a key controversial thing, I think really. You know, what people are seeing as innovative and claiming as innovative. Q9. Can you say a little about the themed special issues? MN: The special issues have been good, we re very I can t remember how long they ve been going on quite a while and they ve all been good. We do try to get special issue editors from outside of the editorial board a lot of the time. Increasingly now, from outside of the UK as well. They, it just gives us a chance to kind of give a steer. So, I know when I was involved, and I was strongly involved in steering us towards having a visual methods issue, I kind of thought don t let s just leave it to all the sociologists and ethnographers and stuff to be talking about visual methods, as Educationalists, we should be talking about that. LT: Yes, and that was a good one because that coincided with, with Education actually getting, you know, we were as a journal being able to say we re kind of at the forefront of this because Education is starting to take that on strongly itself. And we re able to have as our journal editors, for that special issue, people that have themselves been strongly involved in taking that to the fore with the SRC backing. So that s really good. MN: The special issue we had on using secondary data LT: Yes, that s very important. MN: That really spoke to that thing I was talking about, about joining us up with mainstream agendas. You know, ESRC are really, really into secondary data. Education could just be left out that whole kind of movement but that special issue helped to say, you know, this is really relevant to Education too. So the special issues just give us that bit of strategic steer to make sure that the journal is covering the important things it needs to. LT: Yes, it does doesn t it? It s very strategic but it s also really in depth and it s funny the way it goes, isn t it? Because sometimes we think we don t know what we re going to have and we kind of reach this thing where we think, what s got a [sticky]issue? and our minds go a complete blank and we think and then we suddenly, a little bit of time will go by and

10 then we, it becomes much more clearer to ourselves we know what the next one could be and we start to maybe ask, people that we know to put in some proposals and then a few proposals come in we haven t known about and we can have some very lively board discussions on them, can t we? I mean one of, some of our most lively discussions have been about proposals we ve had in or proposals we ought to be trying to MN: stimulate LT: stimulate to happen. And, you know, that s led to some high quality journals.

World Religions. These subject guidelines should be read in conjunction with the Introduction, Outline and Details all essays sections of this guide.

World Religions. These subject guidelines should be read in conjunction with the Introduction, Outline and Details all essays sections of this guide. World Religions These subject guidelines should be read in conjunction with the Introduction, Outline and Details all essays sections of this guide. Overview Extended essays in world religions provide

More information

You may view, copy, print, download, and adapt copies of this Social Science Bites transcript provided that all such use is in accordance with the

You may view, copy, print, download, and adapt copies of this Social Science Bites transcript provided that all such use is in accordance with the Ann Oakley on Women s Experience of Childb David Edmonds: Ann Oakley did pioneering work on women s experience of childbirth in the 1970s. Much of the data was collected through interviews. We interviewed

More information

Towards Guidelines on International Standards of Quality in Theological Education A WCC/ETE-Project

Towards Guidelines on International Standards of Quality in Theological Education A WCC/ETE-Project 1 Towards Guidelines on International Standards of Quality in Theological Education A WCC/ETE-Project 2010-2011 Date: June 2010 In many different contexts there is a new debate on quality of theological

More information

Robert Scheinfeld. Friday Q&A Episode 2

Robert Scheinfeld. Friday Q&A Episode 2 the P2 and P3 Teachings Welcome to another episode of the Ultimate Freedom Teachings video series. Robert here. Welcome to another Episode of Friday Q&As. This week, the question that I m answering, which

More information

Welcome to Progress in Community Health Partnerships s latest episode of our Beyond the Manuscript podcast. In

Welcome to Progress in Community Health Partnerships s latest episode of our Beyond the Manuscript podcast. In BEYOND THE MANUSCRIPT 401 Podcast Interview Transcript Erin Kobetz, Maghboeba Mosavel, & Dwala Ferrell Welcome to Progress in Community Health Partnerships s latest episode of our Beyond the Manuscript

More information

Interview with Professor Hilary Land

Interview with Professor Hilary Land File: Hilary Land-1-her-early-involvement.doc 1 Interview with Professor Hilary Land Part 1: on her early involvement So how I got to be on the project and things? Yes. Right! Well I, my first degree I

More information

When Methods Meet: Biographical Interviews and Imagined Futures Essay Writing

When Methods Meet: Biographical Interviews and Imagined Futures Essay Writing When Methods Meet: Biographical Interviews and Imagined Futures Essay Writing Molly Andrews (University of East London) and Graham Crow (University of Edinburgh), in conversation, June 2016 This 17-minute

More information

LTJ 27 2 [Start of recorded material] Interviewer: From the University of Leicester in the United Kingdom. This is Glenn Fulcher with the very first

LTJ 27 2 [Start of recorded material] Interviewer: From the University of Leicester in the United Kingdom. This is Glenn Fulcher with the very first LTJ 27 2 [Start of recorded material] Interviewer: From the University of Leicester in the United Kingdom. This is Glenn Fulcher with the very first issue of Language Testing Bytes. In this first Language

More information

Strange bedfellows or Siamese twins? The search for the sacred in practical theology and psychology of religion

Strange bedfellows or Siamese twins? The search for the sacred in practical theology and psychology of religion Strange bedfellows or Siamese twins? The search for the sacred in practical theology and psychology of religion R.Ruard Ganzevoort A paper for the Symposium The relation between Psychology of Religion

More information

Leader stories Chris Russell Transcript

Leader stories Chris Russell Transcript Leader stories Transcript Interviewer: After spells of playing cricket with Kent and Surrey broken by a short service commission in the Army, moved into education and has spent his career entirely in schools

More information

Sue MacGregor, Radio Presenter, A Good Read and The Reunion, BBC Radio 4

Sue MacGregor, Radio Presenter, A Good Read and The Reunion, BBC Radio 4 Keeping the faith Transcript part one There s been a lot of debate lately in the education sector about schools of a religious character, but not much attention has been paid to the issue of leadership

More information

A STUDY OF RUSSIAN JEWS AND THEIR ATTITUDES TOWARDS OVERNIGHT JEWISH SUMMER CAMP. Commentary by Abby Knopp

A STUDY OF RUSSIAN JEWS AND THEIR ATTITUDES TOWARDS OVERNIGHT JEWISH SUMMER CAMP. Commentary by Abby Knopp A STUDY OF RUSSIAN JEWS AND THEIR ATTITUDES TOWARDS OVERNIGHT JEWISH SUMMER CAMP Commentary by Abby Knopp WHAT DO RUSSIAN JEWS THINK ABOUT OVERNIGHT JEWISH SUMMER CAMP? Towards the middle of 2010, it felt

More information

A conference on "Spirituality, Theology, Education"

A conference on Spirituality, Theology, Education This document contains two Calls for Papers. Call for Papers 1 A conference on "Spirituality, Theology, Education" 20 22 September 2018. Pretoria, South Africa University of South Africa (Main campus =

More information

1 ANDREW MARR SHOW, 31 ST MARCH, 2019 DAVID GAUKE, JUSTICE SECRETARY

1 ANDREW MARR SHOW, 31 ST MARCH, 2019 DAVID GAUKE, JUSTICE SECRETARY 1 ANDREW MARR SHOW 31 ST MARCH 2019 DAVID GAUKE, MP JUSTICE SECRETARY AM: Mr Gauke, is Theresa May s deal now finally and definitely dead? DG: Well, I m not sure that one can say that, for the very simple

More information

28 October directions I 1 I

28 October directions I 1 I 28 October 2014 directions strategic for 2015-19 I 1 I We acknowledge the Aboriginal and Torres Strait Islander Peoples of Australia as the traditional owners and custodians of the land of our schools.

More information

AMBER RUDD ANDREW MARR SHOW 26 TH MARCH 2017 AMBER RUDD

AMBER RUDD ANDREW MARR SHOW 26 TH MARCH 2017 AMBER RUDD 1 ANDREW MARR SHOW 26 TH MARCH 2017 AM: Can I start by asking, in your view is this a lone attacker or is there a wider plot? AR: Well, what we re hearing from the police is that they believe it s a lone

More information

ey or s cross isciplinary practice, phenomenography, transformative practice, epistemology

ey or s cross isciplinary practice, phenomenography, transformative practice, epistemology ey or s cross isciplinary practice, phenomenography, transformative practice, epistemology cross isciplinary ICED'09 9-343 cross disciplinary practice as working together with people who have different

More information

Interview with Andrea Cordani

Interview with Andrea Cordani 1 Interview with Andrea Cordani Part 1: Training and supervision Okay, Andrea. Thanks so much for agreeing to be interviewed; we re really thrilled that you did. Now thinking about the poverty in the UK

More information

The death of schools work

The death of schools work The death of schools work Q This article was originally published in Youthwork magazine in 2005. It is reproduced here with permission. Christian schools work is in crisis. Many schools workers are having

More information

OUTSTANDING GOOD SATISFACTORY INADEQUATE

OUTSTANDING GOOD SATISFACTORY INADEQUATE SIAMS grade descriptors: Christian Character OUTSTANDING GOOD SATISFACTORY INADEQUATE Distinctively Christian values Distinctively Christian values Most members of the school The distinctive Christian

More information

Library of Congress START AUDIO. Welcome to the Arts and Humanities Research Council Podcast.

Library of Congress START AUDIO. Welcome to the Arts and Humanities Research Council Podcast. Library of Congress Duration: 0:12:27 START AUDIO Welcome to the Arts and Humanities Research Council Podcast. I m here with Mat Francis from the University of Leeds. Mat s studying for a PhD examining

More information

1 ANDREW MARR SHOW, TONY BLAIR, 25 TH NOVEMBER, 2018

1 ANDREW MARR SHOW, TONY BLAIR, 25 TH NOVEMBER, 2018 1 ANDREW MARR SHOW, 25 TH NOVEMBER, 2018 TONY BLAIR PRIME MINISTER, 1997-2007 AM: The campaign to have another EU referendum, which calls itself the People s Vote, has been gathering pace. Among its leading

More information

DEVELOPING OUR SUNG WORSHIP WITH OUR SUNDAY MORNING WINS IN MIND

DEVELOPING OUR SUNG WORSHIP WITH OUR SUNDAY MORNING WINS IN MIND 1 DEVELOPING OUR SUNG WORSHIP WITH OUR SUNDAY MORNING WINS IN MIND INTRODUCTION This paper builds on a previous paper written by Andrew Sampson and Talan Archbold in May 2014. Since then, the Grace Church

More information

1999 DUNSTAN ORATION Professor Mary O'Kane Delivered at the IPAA Meeting Adelaide, 27 August 1999

1999 DUNSTAN ORATION Professor Mary O'Kane Delivered at the IPAA Meeting Adelaide, 27 August 1999 FOR A BETTER FUTURE Don Dunstan Foundation Level 3, 10 Pulteney Street THE UNIVERSITY OF ADELAIDE SA 5005 1999 DUNSTAN ORATION Professor Mary O'Kane Delivered at the IPAA Meeting Adelaide, 27 August 1999

More information

Philosophical Traditions and Educational Research

Philosophical Traditions and Educational Research Philosophical Traditions and Educational Research Theresa (Terri) Thorkildsen Professor of Education and Psychology University of Illinois at Chicago Common Epistemological Stances Objectivist Meaning

More information

Number of transcript pages: 13 Interviewer s comments: The interviewer Lucy, is a casual worker at Unicorn Grocery.

Number of transcript pages: 13 Interviewer s comments: The interviewer Lucy, is a casual worker at Unicorn Grocery. Working Together: recording and preserving the heritage of the workers co-operative movement Ref no: Name: Debbie Clarke Worker Co-ops: Unicorn Grocery (Manchester) Date of recording: 30/04/2018 Location

More information

The Jesuit Character of Seattle University: Some Suggestions as a Contribution to Strategic Planning

The Jesuit Character of Seattle University: Some Suggestions as a Contribution to Strategic Planning The Jesuit Character of Seattle University: Some Suggestions as a Contribution to Strategic Planning Stephen V. Sundborg. S. J. November 15, 2018 As we enter into strategic planning as a university, I

More information

BCC Papers 5/2, May

BCC Papers 5/2, May BCC Papers 5/2, May 2010 http://bycommonconsent.com/2010/05/25/bcc-papers-5-2-smithsuspensive-historiography/ Is Suspensive Historiography the Only Legitimate Kind? Christopher C. Smith I am a PhD student

More information

Distinctively Christian values are clearly expressed.

Distinctively Christian values are clearly expressed. Religious Education Respect for diversity Relationships SMSC development Achievement and wellbeing How well does the school through its distinctive Christian character meet the needs of all learners? Within

More information

Church Designations and Statements of Public Witness

Church Designations and Statements of Public Witness Church Designations and Statements What s behind all this? In a previous unit, participants were invited to explore actions and functions of the General Synod of the United Church of Christ. There they

More information

Faculty of Philosophy. Double Degree with Philosophy

Faculty of Philosophy. Double Degree with Philosophy Faculty of Philosophy Double Degree with Philosophy 2018-2019 Welcome The Faculty of Philosophy offers highly motivated students the challenge to explore questions beyond the borders of their own discipline

More information

HOLY FAMILY RELIGIOUS EDUCATION POLICY CATHOLIC ACADEMY. Updated October 2015 Louise Wilson. Policy Status:

HOLY FAMILY RELIGIOUS EDUCATION POLICY CATHOLIC ACADEMY. Updated October 2015 Louise Wilson. Policy Status: HOLY FAMILY CATHOLIC ACADEMY RELIGIOUS EDUCATION POLICY Status Current Updated October 2015 Lead Louise Wilson Prepared by Louise Wilson Policy Status: Approved Approved/Awaiting Approval Review Date October

More information

Reflections on the Continuing Education of Pastors and Views of Ministry KENT L. JOHNSON Luther Northwestern Theological Seminary, St.

Reflections on the Continuing Education of Pastors and Views of Ministry KENT L. JOHNSON Luther Northwestern Theological Seminary, St. Word & World 8/4 (1988) Copyright 1988 by Word & World, Luther Seminary, St. Paul, MN. All rights reserved. page 378 Reflections on the Continuing Education of Pastors and Views of Ministry KENT L. JOHNSON

More information

THE ANDREW MARR SHOW INTERVIEW: SUZANNE EVANS, MEP DEPUTY CHAIRMAN, UKIP MAY 17 th 2015

THE ANDREW MARR SHOW INTERVIEW: SUZANNE EVANS, MEP DEPUTY CHAIRMAN, UKIP MAY 17 th 2015 PLEASE NOTE THE ANDREW MARR SHOW MUST BE CREDITED IF ANY PART OF THIS TRANSCRIPT IS USED THE ANDREW MARR SHOW INTERVIEW: SUZANNE EVANS, MEP DEPUTY CHAIRMAN, UKIP MAY 17 th 2015 Anyway, it s been a horrible

More information

ST.PETER S R.C. PRIMARY SCHOOL. Religious Education Policy

ST.PETER S R.C. PRIMARY SCHOOL. Religious Education Policy ST.PETER S R.C. PRIMARY SCHOOL Religious Education Policy MISSION STATEMENT St. Peter s Catholic School Mission is that pupils, parents staff, governors and parish build together a learning community which

More information

ANDREW MARR SHOW 5 TH NOVEMBER 2017 AMBER RUDD

ANDREW MARR SHOW 5 TH NOVEMBER 2017 AMBER RUDD 1 ANDREW MARR SHOW 5 TH NOVEMBER 2017 AMBER RUDD Andrew Marr: Can I make a parallel. I ve been around for a long time. This feels a little bit like John Major s government after the Back to Basics speech

More information

Executive Power and the School Chaplains Case, Williams v Commonwealth Karena Viglianti

Executive Power and the School Chaplains Case, Williams v Commonwealth Karena Viglianti TRANSCRIPT Executive Power and the School Chaplains Case, Williams v Commonwealth Karena Viglianti Karena Viglianti is a Quentin Bryce Law Doctoral scholar and a teaching fellow here in the Faculty of

More information

Prof. Eric Thomas Interview Questions & Transcript

Prof. Eric Thomas Interview Questions & Transcript Prof. Eric Thomas Interview Questions & Transcript Mesut Erzurumluoglu University of Bristol PhD Genetics Personal questions Who is Eric Thomas as an individual? Please also comment on your family life...

More information

SUPPORTING PEOPLE OF FAITH IN THEIR DECISIONS ABOUT REPRODUCTIVE AND GENETIC TECHNOLOGIES

SUPPORTING PEOPLE OF FAITH IN THEIR DECISIONS ABOUT REPRODUCTIVE AND GENETIC TECHNOLOGIES SUPPORTING PEOPLE OF FAITH IN THEIR DECISIONS ABOUT REPRODUCTIVE AND GENETIC TECHNOLOGIES Research Briefing From the project Faithful judgements: the role of religion in lay people s ethical evaluations

More information

Case Study Jane Bacon University College Northampton

Case Study Jane Bacon University College Northampton Case Study Jane Bacon University College Northampton This is tape 1, it s 27 th January 2004 and I m here in Northampton with Jane Bacon to have a talk to her about practice as research before we, before

More information

MDiv Expectations/Competencies ATS Standard

MDiv Expectations/Competencies ATS Standard MDiv Expectations/Competencies by ATS Standards ATS Standard A.3.1.1 Religious Heritage: to develop a comprehensive and discriminating understanding of the religious heritage A.3.1.1.1 Instruction shall

More information

The Second European Mediation Congress Mediator Audit. Karl Mackie, Chief Executive, CEDR:

The Second European Mediation Congress Mediator Audit. Karl Mackie, Chief Executive, CEDR: Karl Mackie, Chief Executive, CEDR: When you re thinking about the next leap forward sometimes that s a great occasion to actually take a couple of steps back and look at the assumptions you bring to the

More information

Apologies: Julie Hedlund. ICANN Staff: Mary Wong Michelle DeSmyter

Apologies: Julie Hedlund. ICANN Staff: Mary Wong Michelle DeSmyter Page 1 ICANN Transcription Standing Committee on Improvements Implementation Subteam A Tuesday 26 January 2016 at 1400 UTC Note: The following is the output of transcribing from an audio recording Standing

More information

A conversation about balance: key principles

A conversation about balance: key principles A conversation about balance: key principles This document contains an outline of our basic premise that the key to effective RE is a balance between three key disciplines. Implicit within this is a specific

More information

Kieran Connell: I suppose you were talking about Gramsci had written that book, hadn t he?

Kieran Connell: I suppose you were talking about Gramsci had written that book, hadn t he? Transcript: Janet Batsleer Date: 27 March 2015 [0:00:00] Janet Batsleer: I need to keep an eye on the time. Kieran Connell: I was going to ask first, Janet, about if you can remember what brought you to

More information

Fifty Years on: Learning from the Hidden Histories of. Community Activism.

Fifty Years on: Learning from the Hidden Histories of. Community Activism. Fifty Years on: Learning from the Hidden Histories of. Community Activism. Marion Bowl, Helen White, Angus McCabe. Aims. Community Activism a definition. To explore the meanings and implications of community

More information

Class XI Practical Examination

Class XI Practical Examination SOCIOLOGY Rationale Sociology is introduced as an elective subject at the senior secondary stage. The syllabus is designed to help learners to reflect on what they hear and see in the course of everyday

More information

Introduction to Ethics Summer Session A

Introduction to Ethics Summer Session A Introduction to Ethics Summer Session A Sam Berstler Yale University email: sam.berstler@yale.edu phone: [removed] website: campuspress.yale.com/samberstlerteaching/ Class time: T/Th 9 am-12:15 pm Location

More information

EMILY THORNBERRY, MP ANDREW MARR SHOW, 22 ND APRIL, 2018 EMILY THORNBERRY, MP SHADOW FOREIGN SECRETARY

EMILY THORNBERRY, MP ANDREW MARR SHOW, 22 ND APRIL, 2018 EMILY THORNBERRY, MP SHADOW FOREIGN SECRETARY 1 ANDREW MARR SHOW, 22 ND APRIL, 2018 EMILY THORNBERRY, MP SHADOW FOREIGN SECRETARY ET: I think in many ways we re quite old fashioned and we think that if you re a politician in charge of a department

More information

AZRIELI COURSE CATALOG DESCRIPTIONS TABLE OF CONTENTS

AZRIELI COURSE CATALOG DESCRIPTIONS TABLE OF CONTENTS AZRIELI COURSE CATALOG DESCRIPTIONS TABLE OF CONTENTS MASTER'S COURSES JEWISH EDUCATION PART-TIME PROGRAM 2 DOCTORAL COURSES 5 1 AZRIELI MASTERS COURSE DESCRIPTIONS JEWISH EDUCATION PART-TIME PROGRAM EDU

More information

Practical Discipleship By Jason Weimer, Western Pennsylvania Catalytic Team

Practical Discipleship By Jason Weimer, Western Pennsylvania Catalytic Team Practical Discipleship By Jason Weimer, Western Pennsylvania Catalytic Team So, you want to disciple others. What does that mean? How do you do it? Unfortunately, the following is a common experience for

More information

Robert Scheinfeld. Friday Q&As. The Big Elephant In The Room You Must See And Get Rid Of

Robert Scheinfeld. Friday Q&As. The Big Elephant In The Room You Must See And Get Rid Of The Big Elephant In The Room You Must See And Get Rid Of Welcome to another episode of the Illusions and Truth Show with. Welcome to another opportunity to exchange limiting and restricting lies, illusions

More information

بسم هللا الرحمن الرحيم

بسم هللا الرحمن الرحيم Welcome Speech of H.E. Prof. Savaş Alpay, Director General of SESRIC At the Opening Ceremony of The 9 th International Conference on Islamic Economics and Finance Growth, Equity and Stability: An Islamic

More information

A Mixed Economy Church

A Mixed Economy Church A Mixed Economy Church Discussion Starters from the Joint Emerging Church Group Session 1: What is a fresh expression of church? Session 2: Mapping the Community Session 3: Checking our assumptions Session

More information

Smith College Alumnae Oral History Project. Faith Sullivan, Ada Comstock Scholar, Class of Smith College Archives Northampton, MA

Smith College Alumnae Oral History Project. Faith Sullivan, Ada Comstock Scholar, Class of Smith College Archives Northampton, MA Smith College Alumnae Oral History Project Smith College Archives Northampton, MA Faith Sullivan, Ada Comstock Scholar, Class of 2002 Interviewed by Tanya Pearson, Class of 2015 May 23, 2015 Smith College

More information

CONTENTS. Foreword 11 Acknowledgments 15 Introduction: Who Leads the Church? 17

CONTENTS. Foreword 11 Acknowledgments 15 Introduction: Who Leads the Church? 17 CONTENTS Foreword 11 Acknowledgments 15 Introduction: Who Leads the Church? 17 Part 1: Foundations 1. Flying in Formation: A Community Project 23 2. Our Frame of Reference 33 3. Discovering Supracultural

More information

THE OFFERING MOMENT 90 SECONDS TO ENGAGE YOUR GIVERS

THE OFFERING MOMENT 90 SECONDS TO ENGAGE YOUR GIVERS THE OFFERING MOMENT 90 SECONDS TO ENGAGE YOUR GIVERS TABLE OF CONTENTS 3 Introduction 4 Why Communicate With Your Givers? 7 The Seven Elements 13 Bonus Element 14 Giving On-Ramps 16 Next Steps 17 Thank

More information

First section: Subject RE on different kind of borders Jenny Berglund, Leni Franken

First section: Subject RE on different kind of borders Jenny Berglund, Leni Franken Summaria in English First section: Subject RE on different kind of borders Jenny Berglund, On the Borders: RE in Northern Europe Around the world, many schools are situated close to a territorial border.

More information

Religious Education and Collective Worship Policy

Religious Education and Collective Worship Policy Religious Education and Collective Worship Policy 2018-19 Key contacts for Coast Academies: CEO MAT SLT Curriculum leads/ RE co-ordinator Ken Kies Ken Kies (Executive Head) Rik Meek (Cockington Headteacher)

More information

The Flourishing Culture Podcast Series How to Be a Servant Leader October 31, Ken Blanchard

The Flourishing Culture Podcast Series How to Be a Servant Leader October 31, Ken Blanchard The Flourishing Culture Podcast Series How to Be a Servant Leader October 31, 2016 Ken Blanchard Male: Welcome to the Flourishing Culture Podcast, brought to you by the Best Christian Workplaces Institute,

More information

Report from the Evangelical Alliance Council Meeting, 16 th September 2009 Council Symposium, The Mission: A Missing Generation

Report from the Evangelical Alliance Council Meeting, 16 th September 2009 Council Symposium, The Mission: A Missing Generation Report from the Evangelical Alliance Council Meeting, 16 th September 2009 Council Symposium, The 18-30 Mission: A Missing Generation Introduction On the 16 th September 2009 the Evangelical Alliance Council

More information

June 4, 2012 Talk. Wayne: I see. And what did he tell you that interested you sufficiently to look me up online and then come down here today?

June 4, 2012 Talk. Wayne: I see. And what did he tell you that interested you sufficiently to look me up online and then come down here today? Wayne: What is your name? Amar. Wayne: Omar? Amar. A-M-A-R. Wayne: A-M-A-R. Have we met before, Amar? No. Wayne: So how is it that you find yourself here tonight, Amar? Somebody invited me to a Muji seminar,

More information

Title: Jeff Jones and David Askneazi, Free Expression on American Campuses Episode: 35

Title: Jeff Jones and David Askneazi, Free Expression on American Campuses Episode: 35 Title: Jeff Jones and David Askneazi, Free Expression on American Campuses Episode: 35 Transcript This is a professional transcript, but it may contain errors. Please verify its accuracy by listening to

More information

Conferences. Journal. Spreading the news. Announcements

Conferences. Journal. Spreading the news. Announcements Announcements IAPR on Facebook Spreading the news 2 3 The International Association for the Psychology of Religion (IAPR) is an international organization promoting the scientific research and exchange

More information

John Lubrano. Digital IWU. Illinois Wesleyan University. John Lubrano. Meg Miner Illinois Wesleyan University,

John Lubrano. Digital IWU. Illinois Wesleyan University. John Lubrano. Meg Miner Illinois Wesleyan University, Illinois Wesleyan University Digital Commons @ IWU All oral histories Oral Histories 2016 John Lubrano John Lubrano Meg Miner Illinois Wesleyan University, mminer@iwu.edu Recommended Citation Lubrano,

More information

A MESSAGE FROM GOD. Catalog No.5321 Galatians 1:11-2:14 2nd Message Paul Taylor September 14, 2008 SERIES: FROM BUMPER CARS TO CARNIVAL SWINGS

A MESSAGE FROM GOD. Catalog No.5321 Galatians 1:11-2:14 2nd Message Paul Taylor September 14, 2008 SERIES: FROM BUMPER CARS TO CARNIVAL SWINGS A MESSAGE FROM GOD SERIES: FROM BUMPER CARS TO CARNIVAL SWINGS DISCOVERY PAPERS Catalog No.5321 Galatians 1:11-2:14 2nd Message Paul Taylor September 14, 2008 Have you ever received a message, or an instruction,

More information

BEHIND CARING: THE CONTRIBUTION OF FEMINIST PEDAGOGY IN PREPARING WOMEN FOR CHRISTIAN MINISTRY IN SOUTH AFRICA

BEHIND CARING: THE CONTRIBUTION OF FEMINIST PEDAGOGY IN PREPARING WOMEN FOR CHRISTIAN MINISTRY IN SOUTH AFRICA BEHIND CARING: THE CONTRIBUTION OF FEMINIST PEDAGOGY IN PREPARING WOMEN FOR CHRISTIAN MINISTRY IN SOUTH AFRICA by MARY BERNADETTE RYAN submitted in accordance with the requirements for the degree of DOCTOR

More information

1. LEADER PREPARATION

1. LEADER PREPARATION TIME OUT! PAUSING OUR LIVES TO GROW WITH JESUS Week 2: The Benefits of Scripture Memorization This includes: 1. Leader Preparation 2. Lesson Guide 1. LEADER PREPARATION LESSON OVERVIEW The human brain

More information

Earwitness. Grace to you and peace from God, our Father, and from our Lord, and Savior, Jesus Christ. Bridge

Earwitness. Grace to you and peace from God, our Father, and from our Lord, and Savior, Jesus Christ. Bridge Earwitness Exodus 24:8-18 2 Peter 1:16-21 Matthew 17:1-9 Transfiguration Peter later wrote that We were eyewitnesses of His majesty. For when He received honor and glory from God the Father and the voice

More information

Issues Arising from Chaplaincy in a Multi faith Context

Issues Arising from Chaplaincy in a Multi faith Context Faith in the Secular? Issues Arising from Chaplaincy in a Multi faith Context Rev Dr Andrew Todd Faith in the Secular Chaplaincy has to do with faith in the secular This presentation: Faiths in the secular

More information

Master of Arts Course Descriptions

Master of Arts Course Descriptions Bible and Theology Master of Arts Course Descriptions BTH511 Dynamics of Kingdom Ministry (3 Credits) This course gives students a personal and Kingdom-oriented theology of ministry, demonstrating God

More information

Practical and Missional Theology: Honours Programme.

Practical and Missional Theology: Honours Programme. Practical and Missional Theology: Honours Programme www.ufs.ac.za/praxis 2 1. INTRODUCTION In a rapidly changing world with a focus on effectivity, one seeks a relevant theology. As part of the mission

More information

Called to Transformative Action

Called to Transformative Action Called to Transformative Action Ecumenical Diakonia Study Guide When meeting in Geneva in June 2017, the World Council of Churches executive committee received the ecumenical diakonia document, now titled

More information

God Unknown. Pitt Street Uniting Church, 21 May 2017 A Contemporary Reflection by Rev Dr Margaret Mayman Easter 6A

God Unknown. Pitt Street Uniting Church, 21 May 2017 A Contemporary Reflection by Rev Dr Margaret Mayman Easter 6A God Unknown Pitt Street Uniting Church, 21 May 2017 A Contemporary Reflection by Rev Dr Margaret Mayman Easter 6A Acts 17: 22-31; Contemporary Reading: God moves on in C S Song, The Compassionate God:

More information

Smith College Alumnae Oral History Project. Kathy Boulton, Ada Comstock Scholar, Class of Smith College Archives Northampton, MA

Smith College Alumnae Oral History Project. Kathy Boulton, Ada Comstock Scholar, Class of Smith College Archives Northampton, MA Smith College Alumnae Oral History Project Smith College Archives Northampton, MA Kathy Boulton, Ada Comstock Scholar, Class of 1990 Interviewed by Izzy Levy, Class of 2016 May 23, 2015 Smith College Archives

More information

THE JAVIER DECLARATION

THE JAVIER DECLARATION THE JAVIER DECLARATION Preamble We, the participants of the First Asia-Europe Youth Interfaith Dialogue held in Navarra, Spain, from the 19 th to the 22 nd November 2006, having discussed experiences,

More information

Mission: What the Bible is All About An interview with Chris Wright

Mission: What the Bible is All About An interview with Chris Wright Mission: What the Bible is All About An interview with Chris Wright Chris Wright is International Director of Langham Partnership International, and author of The Mission of God: Unlocking the Bible s

More information

Smith College Alumnae Oral History Project. Christine Boutin, Class of 1988

Smith College Alumnae Oral History Project. Christine Boutin, Class of 1988 Northampton, MA Christine Boutin, Class of 1988 Interviewed by Anne Ames, Class of 2015 May 18, 2013 2013 Abstract In this oral history, recorded on the occasion of her 25 th reunion, Christine Boutin

More information

THE ANDREW MARR SHOW INTERVIEW: NIGEL FARAGE, MEP UKIP LEADER MARCH 22 nd 2015

THE ANDREW MARR SHOW INTERVIEW: NIGEL FARAGE, MEP UKIP LEADER MARCH 22 nd 2015 PLEASE NOTE THE ANDREW MARR SHOW MUST BE CREDITED IF ANY PART OF THIS TRANSCRIPT IS USED THE ANDREW MARR SHOW INTERVIEW: NIGEL FARAGE, MEP UKIP LEADER MARCH 22 nd 2015 Headlines; He says that if the suspended

More information

Interviewee: Kathleen McCarthy Interviewer: Alison White Date: 20 April 2015 Place: Charlestown, MA (Remote Interview) Transcriber: Alison White

Interviewee: Kathleen McCarthy Interviewer: Alison White Date: 20 April 2015 Place: Charlestown, MA (Remote Interview) Transcriber: Alison White Interviewee: Kathleen McCarthy Interviewer: Alison White Date: 20 April 2015 Place: Charlestown, MA (Remote Interview) Transcriber: Alison White Abstract: With an amazingly up-beat attitude, Kathleen McCarthy

More information

Examiners Report/ Principal Examiner Feedback. Summer 2015

Examiners Report/ Principal Examiner Feedback. Summer 2015 Examiners Report/ Principal Examiner Feedback Summer 2015 Pearson Edexcel GCE Religious Studies 6RS02 Investigations- Paper 1E The Study of the Old Testament Jewish Bible Edexcel and BTEC Qualifications

More information

Diane D. Blair Papers (MC 1632)

Diane D. Blair Papers (MC 1632) Special Collections University of Arkansas Libraries 365 N. McIlroy Avenue Fayetteville, AR 72701-4002 (479) 575-8444 1992 Clinton Presidential Campaign Interviews Interview with Mark Edward Middleton

More information

What Counts as Feminist Theory?

What Counts as Feminist Theory? What Counts as Feminist Theory? Feminist Theory Feminist Theory Centre for Women's Studies University of York, Heslington 1 February 2000 Dear Denise Thompson, MS 99/56 What counts as Feminist Theory At

More information

So I Became a Witness : An interview with Nikky Finney

So I Became a Witness : An interview with Nikky Finney So I Became a Witness : An interview with Nikky Finney by Joshua Barnes / August 14, 2012 / No comments Poet Nikky Finney being interviewed at House Permutation, one of City of Asylum/Pittsburgh's House

More information

What 3-4 qualities are most important to your congregation in your new rabbi?

What 3-4 qualities are most important to your congregation in your new rabbi? Senior Rabbi Application Type of Position: Full Time Email: transition@holyblossom.org Telephone: 416-789-329 Website: www.holyblossom.org President: Dr. Harvey Schipper Email/Telephone: 416-789-3291 ext.

More information

STRANMILLIS UNIVERSITY COLLEGE

STRANMILLIS UNIVERSITY COLLEGE STRANMILLIS UNIVERSITY COLLEGE BEd Year 3 Module Guide Post-Primary SRS3030 Philosophy of Religion and Ethics Weighting of Module 20 CATS / 10 ECTS / 5 US Credits This module is a compulsory element of

More information

Apologies: Rafik Dammak Michele Neylon. Guest Speakers: Richard Westlake Colin Jackson Vaughan Renner

Apologies: Rafik Dammak Michele Neylon. Guest Speakers: Richard Westlake Colin Jackson Vaughan Renner Page 1 TRANSCRIPT GNSO Review Working Party Monday 12th May 2015 at 1900 UTC Note: The following is the output of transcribing from an audio recording. Although the transcription is largely accurate, in

More information

Growth Planning Framework

Growth Planning Framework Growth Planning Framework 1 Welcome We all want to grow our churches. To grow in Christ and to grow for Christ. Growth in all its ways encourages us and equips us for the future. This is the dream. This

More information

St Mary s Church of England Voluntary Controlled Primary School. Religious Education Policy

St Mary s Church of England Voluntary Controlled Primary School. Religious Education Policy St Mary s Church of England Voluntary Controlled Primary School Religious Education Policy St Mary s is a Church of England Voluntary Controlled School, under the control of the joint Education Diocese

More information

Statutory Inspection of Anglican and Methodist Schools (SIAMS)

Statutory Inspection of Anglican and Methodist Schools (SIAMS) Statutory Inspection of Anglican and Methodist Schools (SIAMS) A framework for inspection and self-evaluation of Church of England and Methodist schools September 2013 Summary This framework sets out the

More information

INTERN PROGRAMME 2017 St Stephen s Church, Twickenham

INTERN PROGRAMME 2017 St Stephen s Church, Twickenham INTERN PROGRAMME 2017 St Stephen s Church, Twickenham One or two years of ministry training in a friendly and vibrant South West London church. This is a great opportunity to mature in your relationship

More information

Diocese of Worcester Stewardship Officer Application pack

Diocese of Worcester Stewardship Officer Application pack Diocese of Worcester Stewardship Officer Application pack Welcome to the Diocese Jonathan Kimber, Director of Ministry and Discipleship: Bishop John: Thank you for showing interest in this post. I believe

More information

Making Room for Women Project

Making Room for Women Project The United Church of Canada, British Columbia Conference The Bob Stewart Archives 6000 Iona Drive, Vancouver, BC, Canada V6T 1L4 Making Room for Women Project Interview with Baird January 11, 2012 Telephone

More information

Statutory Inspection of Anglican and Methodist Schools (SIAMS) The Evaluation Schedule for the Statutory Inspection of Anglican and Methodist Schools

Statutory Inspection of Anglican and Methodist Schools (SIAMS) The Evaluation Schedule for the Statutory Inspection of Anglican and Methodist Schools Statutory Inspection of Anglican and Methodist Schools (SIAMS) The Evaluation Schedule for the Statutory Inspection of Anglican and Methodist Schools Revised version September 2013 Contents Introduction

More information

Why Ethics? Lightly Edited Transcript with Slides. Introduction

Why Ethics? Lightly Edited Transcript with Slides. Introduction Why Ethics? Part 1 of a Video Tutorial on Business Ethics Available on YouTube and itunes University Recorded 2012 by John Hooker Professor, Tepper School of Business, Carnegie Mellon University Lightly

More information

Sue MacGregor, Radio Presenter, A Good Read and The Reunion, BBC Radio 4

Sue MacGregor, Radio Presenter, A Good Read and The Reunion, BBC Radio 4 Women into headship According to recent research by NCSL, women headteachers have never had it so good. The number of women headteachers serving in England and Wales is now at an all-time high up 7 per

More information

Read 1 Cor 9: This passage talks about two types of winning: winning people and winning a race.

Read 1 Cor 9: This passage talks about two types of winning: winning people and winning a race. Read 1 Cor 9:19-27 This passage talks about two types of winning: winning people and winning a race. Paul talks about winning people five times in verses 19 to 23. Winning Jews in v20 Winning those under

More information

Robert Scheinfeld. Deeper Level to The Game

Robert Scheinfeld. Deeper Level to The Game In this episode, I would like to share with you a major revelation that I had recently. For as long as I have been writing, speaking and teaching, I have been trying to find the perfect way to describe,

More information