Today we are joined by Dr Dominic Corrywright of Oxford Brookes University in the UK, to discuss current developments in higher education pedagogy, the challenges and opportunities that these present for Religious Studies, and some practical examples from Dominic’s own experience.
As we career forward into the twenty-first century, in a context where more and more students have access to higher education, where technology advances at an exponential rate, and where the logics of neoliberalism and management seemingly creep further into every aspect of everyday life, critical reflection about the role of academics in teaching has never been more necessary. In this our first podcast of 2016, Chris was joined by Dr Dominic Corrywright of Oxford Brookes University in the UK, to discuss current developments in higher education pedagogy, the challenges and opportunities that these present for Religious Studies, and some practical examples from Dominic’s own experience.
Dominic Corrywright is Principal Lecturer for Quality Assurance, Enhancement and Validations, and Course Coordinator for Religion and Theology at Oxford Brookes. Alongside other research interests, including alternative spiritualities and new religious movements, Dominic has a strong research focus on teaching and learning in higher education, and pedagogy in the study of religions. He is Teaching & Learning representative on the executive committees of both the Particularly relevant publications include a co-edited issue of the BASR’s journal DIskus on Teaching and Learning in 2013, including his own article Landscape of Learning and Teaching in Religion and Theology: Perspectives and Mechanisms for Complex Learning, Programme Health and Pedagogical Well-being, and a chapter entitled Complex Learning and the World Religions Paradigm: Teaching Religion in a Shifting Subject Landscape, in a certain forthcoming volume edited by the RSP’s Christopher Cotter and David Robertson.
Listeners might also be interested in our previous interview with Doe Daughtrey on Teaching Religious Studies Online. You can download this interview, and subscribe to receive our weekly podcast, on iTunes. If you enjoyed it, please take a moment to rate us . And remember, you can use our Amazon.co.uk, Amazon.com, or Amazon.ca links to support us at no additional cost when buying academic texts, ink cartridges, My Little Ponies, and more!
This episode has not been transcribed yet.
Consider a donation to pay for the cost of editing a transcript?
I begin this response to Titus Hjelm’s discussion of the continuing relevance of Marxist approaches to the study of religion by noting his assertion that Marx is underemployed as a source of ideas, partly because he has generally been regarded as critical of religion. A number of additional reasons are also relevant. One difficulty for Marxist scholars has been the extent to which the predictive power of Marxist models was brought into question as the twentieth century unfolded.
"As we find new and innovative ways to teach students, we as instructors are charged (sometimes without formal or proper orientation) to adopt new methods of instruction."
This podcast explores the nature of learning within online learning and the benefits and disadvantages of this type of curricular design.
What are the limits of scripture as a performative concept? In this response to this season's episode with Richard Newton, M. Cooper Harriss examines Newton's hybrid understanding of scripture as a forceful and malleable process of signification.
Ever since the so-called ‘refugee crisis’ of 2015, the ‘refugee’ in Germany has been constructed in a variety of ways that are implicated in specific co-constitutive notions of the ‘secular’ and ‘religious’ that exert symbolic power by naturalizing certain notions of the religious and thereby the secular while excluding others and feeding back into the subject formation (or subjectivation) of people classified as ‘refugees’. In this process certain positions are produced as hegemonic while others are classified as not acceptable (e.g., “radical”, “not European” or “anti-humanist”).
This interview with global studies pioneer Mark Juergensmeyer takes on his keynote address at the 2016 Eastern International Meeting of the American Academy of Religion (EIR-AAR) at the University of Pittsburgh. He interrogates the intersections of different religions traditions, ...
Any casual user of social media can’t have missed the increasing number of adverts for dozens of ‘mindfulness’ apps. Perhaps you have encountered the term in the workplace or in a healthcare setting? It seems that, in the contemporary West, mindfulness is everywhere. But what is it? How popular is it? What is its connection to particular forms of Buddhism? Can it ever be considered wholly secular or is it necessarily religious? And why does this matter, and for whom? Today, Chris is joined by Ville Husgafvel of the University of Helsinki to discuss these important questions surrounding an increasingly pervasive phenomenon that has received little engagement from the critical religious studies community.
A roundtable discussion considering the future of ISKCON and what happens when religions are no longer 'new'.
As a follow-up to our interview with Kim Knott on ISKCON in Britain, this podcast is a roundtable discussion at the ISKCON 50 conference at Bath Spa University, 2016.
In this episode, Breann Fallon talks to Professor J. Lorand Matory about his book "The Fetish Revisited" and his more recent work on white American BDSM as an Afro-Atlantic spiritual practice.
This work is licensed under a Creative Commons Attribution- NonCommercial- NoDerivs 3.0 Unported License.
The views expressed in podcasts, features and responses are the views of the individual contributors, and do not necessarily reflect the views of The Religious Studies Project or our sponsors. The Religious Studies Project is produced by the Religious Studies Project Association (SCIO), a Scottish Charitable Incorporated Organisation (charity number SC047750).