Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.753494
Title: Illuminating the place of personal values and Christian beliefs in teaching sensitive and controversial issues in personal social health education (PSHE) in South East England : a life history approach
Author: O'Connor, Phillip John
ISNI:       0000 0004 7426 5861
Awarding Body: Canterbury Christ Church University
Current Institution: Canterbury Christ Church University
Date of Award: 2017
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Abstract:
Christian teachers of Personal social health education (PSHE) can be conflicted when confronted with sensitive and controversial issues in their professional practice. Concerns include unprofessional conduct, exercising undue influence of their personal values and beliefs on students and being untrue to their faith. These can lead to uncertainty in negotiating areas of conscience and controversy. This life history study situated within the south east of England was used to illuminate the complexities which abound when operating within a wider milieu of perceived marginalisation of the Christian faith through advancing secularisation and liberalism. These tensions are reflected in the curriculum, policy frameworks and legal documents and have implications for teachers’ personal values, Christian faith and professional practice. Semi-structured questionnaires were administered to 13 PSHE teachers and analysed for emergent themes, borrowing language from thematic, ethical and theological analysis. The research illuminates insights into a wider context of faith in professional life. It demonstrates the way teachers are in transition in these conflicts, yet understanding faith as a holistic quality. Findings show that the approaches that teachers adopt to the interpretation and application of faith in personal life influence how faith is integrated professionally. The conflicts confronted, reflect responses of resilience, compliance and rebellion, while some teachers remain unchanged in their positions. Analysis of the data suggested that discreetly integrating faith in practice is a coping strategy some teachers employ. My study suggests that silence can be a price to pay for faith, balancing courageous restraint with conflicting compromises and professional hypocrisy. The research captures teachers in transition located in professional practice obligations, ethical and theological positions as they negotiate and navigate the place of their Christian faith and personal values with students’ rights, freedoms and autonomy.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.753494  DOI: Not available
Keywords: B Philosophy. Psychology. Religion ; L Education
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