Chapters in books

This page contains details of chapters which Tony Eaude has contributed to books.

‘Differing views of professionalism – implications for primary teachers’, ‘Learning to enquire: the role of the humanities’ and ‘Spiritual, Moral, Social and Cultural Development’ all in ‘A Broad and Balanced Curriculum in Primary Schools: Educating the whole child’ edited by Susan Ogier and published by SAGE in June 2019.

‘Building the foundations of global citizenship in young children’ was published in ‘Re-Enchanting Education and Spiritual Wellbeing: Fostering Belonging and Meaning-Making for Global Citizens’ by Routledge in 2018.

‘Expertise, Knowledge and Pedagogy in the primary classroom’ was published in ‘Education and Childhood: From current certainties to new visions’ by Routledge in June 2015. This builds on his previous work on the expertise of primary classteachers.

‘Creativity and Spiritual, Moral, Social and Cultural Development’ in the third edition of ‘Creativity in Primary Education’ was published by SAGE/ Learning Matters in 2015. This explores the link between creativity and each aspect of SMSC, leading into a brief discussion about creating environments to encourage creativity and teaching for creativity.

‘The role of the primary teacher in a time of change’ published in the second edition of ‘Learning to teach in the Primary School’ (Routledge) in 2010, revised for the third edition published in 2014. This invites the reader to consider what makes a good teacher in the light of the Teacher Standards, the historical and cultural background to primary school teaching, the teacher as professional, the curriculum and the role of the teacher, Every Child Matters, extended schools and Workforce Remodelliing.

‘Spiritual and Moral Development’ was published in the book ‘Debates in Religious Education’ by Routledge in July 2011. This collection is designed to help students consider contemporary debates in RE and associated areas. The abstract is as follows:

The nature of spiritual and moral development and their place in education in the light of social and cultural change are considered, emphasising that these relate to fundamental questions of identity, meaning and character. Despite their importance in legislation, the current emphasis on outcomes and an uncertainty about what is entailed, especially in spiritual development, makes it hard to establish where they ‘fit in.’ RE has a distinctive role in providing space for critical engagement with such questions in the light of religious and other traditions to challenge current assumptions especially about individualism. However, spiritual and moral development must also be addressed in every aspect of school life.

‘Should teachers adopt differential strategies for young boys and girls in relation to spiritual development?’ in the International Handbook of the Religious, Moral and Spiritual Dimensions in Education, published by Springer in 2006. The book is very large and extremely expensive (488 dollars), but this chapter can be accessed by contacting Dr Tony Eaude. It extends the discussion in the article ‘Do young boys and girls have distinct and different approaches and needs in relation to spiritual development?’. It both develops and amends some of the ideas as a result of further thought and discussion at the Fifth International Conference on Children’s Spirituality at Lincoln, UK in July 2004. It draws more heavily on the research from gender in relation to the fluid nature of gender identity and the social and cultural forces affecting this. Moving from a philosophical consideration of the issues involved, it suggests practical strategies for teachers of young children, whatever one’s understanding of spiritual development, highlighting that these can unsettle some established practices and sacred cows.

ABSTRACT

Drawing on a previous article showing that statistics suggest a substantial gender-based variation in social and behavioural outcomes, this chapter explores the case for differential teaching strategies for boys and girls. In the absence of a common definition, or understanding, of spirituality and the controversial nature of these issues, more empirical research into young children’s responses in different aspects commonly related to spiritual development is needed. Areas are highlighted where this exists and where more is needed. The fluid nature of gender identity and the powerful social and cultural forces affecting this are discussed. Recognising that young children need a range of common provision, with pedagogy which may subtly vary for boys and girls, the case is made for considering separate provision; either to encourage positive behaviour in one gender or to provide an environment where boys and girls can explore identity less influenced by the expectations of mixed-gender groups. Simplistic or prescriptive solutions are avoided, but it is argued that considering gender and spiritual development together encourages discussion of the purpose of education and the values implicit in one’s understanding of spiritual development.

‘Searching for the Spirit’ in ‘Spiritual Education -Cultural, Religious and Social Differences’ edited by Jane Erricker, Cathy Ota and Clive Erricker published by Sussex Academic Press in 2001 is a summary of Tony Eaude’s master’s dissertation.