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Disentangling ‘worldview’ in Religion & Worldviews Education
No full textThis paper addresses the conceptual confusion surrounding the term "worldview" in the context of England's proposed shift from traditional Religious Education to Religion and Worldviews education, as recommended by the Religious Education Council's Commission on Religious Education (CoRE) report (2018). The analysis reveals significant ambiguity in how "worldview" is applied to both personal existential experiences and organized community belief systems, creating pedagogical and theoretical challenges.
Through examination of key documents from the REC Worldview Project and related scholarly responses, the paper demonstrates persistent definitional inconsistencies that undermine the clarity needed for effective classroom implementation. Conflating personal and institutional worldviews obscures important distinctions between individual meaning-making processes and collective religious or cultural frameworks.
The paper proposes an alternative framework that reserves "worldview" exclusively for individual, lived experiences while introducing "community shared perspectives" for organized belief systems. This distinction recognizes that institutions provide agreed stories and practices but cannot themselves inhabit worldviews—only individuals can do so through their personal engagement with reality.
The proposed model structures Religion and Worldviews education around three interconnected dimensions: personal worldviews (individual lived experience), communities of alignment (social groups sharing perspectives), and interpretive frameworks (belief systems and truth claims). This approach acknowledges the dynamic interplay between individual meaning-making, community belonging, and ideological influences while maintaining conceptual clarity.
The framework positions Religion and Worldviews education as fundamentally concerned with exploring the human condition—addressing young people's needs for both belonging and meaning in an increasingly fragmented society. By providing clearer definitions and a more coherent pedagogical construct, this approach offers practical guidance for educators while honouring the complexity of religious and non-religious perspectives in contemporary multicultural contexts
Playing by the (emotional) display rules: The everyday practices of coach educators
No full textWhile the social and interactive complexity of coach education work has attracted increased scholarly attention, there is a paucity of work addressing the emotional display rules that feature in coach educators’ interactions with others. This article begins to address this lacuna by presenting novel insights into how the emotions that coach educators convey to their learners are shaped by identifiable display rules. Data were generated via 21 emotion diaries and 33 semi-structured interviews conducted with 4 coach educators. Using a phronetic iterative approach to data analysis, we identified that coach educators’ emotional performances were governed by four emotional display rules: (a) smile and be happy; (b) do not show any nerves or stage fright; (c) displays of anger are prohibited; and (d) strategic displays of disappointment are permitted. The identification of distinct feeling rules and impacts on the emotional labour work of coach educators makes an original contribution to the sociology of emotions in sport, understanding of coach educators’ work, and has significant practical implications regarding the preparation, support, and development of a pedagogically astute and cared-for coach education workforce
Sleep problems in childhood: Understanding and addressing sleep disturbances in neurodevelopmental disorders
No full textSleep is a fundamental pillar of health, crucial for cognitive, emotional, and physical development in childhood, as well as across the lifespan. Sleep disturbances are prevalent in typically developing children,
but they are significantly more common, severe, and persistent
in children with neurodevelopmental disorders (NDDs), including autism spectrum disorder, attention deficit hyperactivity disorder, developmental language disorder, and dyslexia. These sleep problems often form a vicious cycle, where the core symptoms of the NDD disrupt sleep, and resulting sleep deprivation exacerbates the same cognitive, behavioural, and emotional challenges. This article provides a comprehensive review of the complex interplay between sleep
and NDDs. The authors examine the unique sleep profiles associated with specific disorders, explore the underlying neurobiological and behavioural mechanisms, and detail the profound impact on child
and family wellbeing. Furthermore, they synthesise evidence-based strategies for assessment and intervention, advocating for a tailored, multidisciplinary approach to manage these complex and often debilitating sleep disturbances
Book review: Antisemitism in Football - International Perspectives, edited by Emma Poulton
No full text‘Full authority to enforce the laws of the game’: blowing the whistle on women’s soccer refereeing in Wales, UK
No full textResearch on sports officiating has increased in volume, scope and geographical reach in recent years, with a growing interest in association football (soccer). However, studies on the officiating experiences of girls and women remain under-represented. This study provides a case-study of women’s refereeing in the hitherto unresearched context of Wales. Guided by a wide-ranging review of the extant literature, key themes and issues were explored in a series of six in-depth semi-structured interviews with active women referees at different levels from within the organizational competitive pyramid. The data yielded a familiar set of results consistent with other studies elsewhere, and a focus on referee recruitment and retention, micro and macro support for referees, the challenges of gaining acceptance as a woman referee, and dealing with abuse. There are clear implications for national governing bodies in terms of effective marketing of refereeing, attrition of referees, talent identification and career development in match officiating
Work Identity and Gendered Liminal Spaces in Inclusive Leadership Development: A Higher Education Case Study
No full textWe take an organisation
-wide approach to exploring the
complexities of gender and leadership at work, with a focus
on action. Within the context of a university, with an
Anglican Foundation, the paper provides a specific
workplace lens. The research is central to a wider project,
designed to further the organisation’s understanding of
leadership and gender, to be better placed to promote
inclusion, facilitate change, enable shared learning and
support knowledge transfer. As part of a participatory,
qualitative design, semi structured interviews were
conducted. Interviews involved 17 participants, aged over
18 years, gender identities consisted of 14 females and 3
males, from within professional and academic services
within the University. Framework Analysis was employed as
it lends itself to a team approach and further enabled a
collaborative exploration of findings. The main findings were
centred around liminal spaces in leadership development
and the gendered nature of leadership. These findings have
informed the development of recommendations to ensure
organisational engagement in the development, and
therefore the sustainability, of action taken
The connection between handedness and the three major dimensions of personality revisited: A study among 13- to 15-year-old students in England and Wales
No full textPrevious studies examining the connections between the Eysenckian dimensions of personality and handedness have often been limited by small samples and by the failure to take sex differences recorded on the personality scales into account. Addressing these limitations, the present study draws on data provided by a sample of 26,730 13- to 15-year-old adolescents who completed the abbreviated form of the Junior Eysenck Personality Questionnaire, together with a measure of handedness. Binary logistic regression demonstrated that non-right-handedness was significantly associated with toughmindedness (higher psychoticism scores), introversion (lower extraversion scores) and emotional stability (lower neuroticism scores). The fitted logistic model was then calculated to predict probabilities for handedness
Navigating AI in nursing: the promise, perils and pragmatic considerations
No full textArtificial intelligence (AI) is rapidly transforming various industries, including health care and nursing education. The authors explore AI's potential to enhance nursing by aiding the acquisition of knowledge, skills and the delivery of patient care. However, nurses must remain vigilant to the potential perils associated with AI use. Indeed, the need for critical thinking skills is becoming increasingly important in a fast-paced world. The article reflects on the use of AI from the perspectives of two nurse educators and a generative AI source – and it also offers potential strategies to recognise misinformation, AI ‘hallucinations’ (incorrect or misleading results presented as fact) and consider ways to help nurses apply safe and effective nursing care
Implicit religion, Anglican cathedrals, ways of belonging and spiritual wellbeing: The impact of carol services on unbelievers
No full textRooted in the field of cathedral studies, this paper draws into dialogue three bodies of knowledge: Edward Bailey’s notion of implicit religion that, among other things, highlights the continuing traction of the Christian tradition and Christian practice within secular societies; David Walker’s notion of the multiple ways through which in secular societies people may relate to the Christian tradition as embodied within the Anglican Church; and John Fisher’s notion of spiritual wellbeing as conceptualised in relational terms. Against this conceptual background, this paper draws on data provided by 1,234 participants attending one of the Christmas Eve carol services in Liverpool Cathedral to explore the perceived impact of attendance on the spiritual health of people who do not believe in God and yet feel that Liverpool Cathedral is their cathedral, and it is this sense of belonging that brings them back at Christmas time
Deeply Christian and serving the common good? A survey of Anglican cathedral provision for schools
No full textThe Church of England’s vision for education is generous and seeks to allow the riches of Christian life to overflow throughout schools. The vision is captured by the strapline ‘Deeply Christian, serving the common good’. The present study assesses the contribution made to service this vision by the 43 Anglican cathedrals within England and the Isle of Man. Drawing on a careful analysis of information presented by the websites of these cathedrals, the study concluded that all 43 Anglican cathedrals dedicated considerable space on their websites to a regular programme of teaching and learning provision across the age range from early years foundation stage to sixth-form, relevant to a range of curriculum areas, and giving attention to pupils’ personal development and well-being