Measurement as reflection in faith-based social action

Journal article


Shaw, M. and Dinham, A (2011). Measurement as reflection in faith-based social action. Community Development Journal. 47 (1), pp. 126-141. https://doi.org/https://doi.org/10.1093/cdj/bsq062
AuthorsShaw, M. and Dinham, A
Abstract

The role of faith-based groups in social action in communities has been demonstrated in a significant body of regional publications aimed at community audiences. A systematic review of this literature (Dinham 2007) shows the considerable extent to which faith groups are engaged in social action in communities across England. It also identifies the diversity of language used to describe those activities and research approaches to capturing it. This article examines how this diversity poses challenges to demonstrating the value of faith-based activities to funders who support them and to policy makers who construct the contexts in which they work. It also notes the difficulties posed to discussing and comparing faith based activities in ways which might be helpful to faith groups’ own constructive reflective practice and to the learning they could share with each other and contribute to the wider voluntary and community sector. It considers this in the context of how power accrues around what is measured and therefore valued and recognised. It goes on to reflect upon a process of developing a measurement approach which has been ongoing since summer 2008, examining the problems and challenges involved. A starting point is that faith based social action in communities is both highly valuable and yet currently difficult to measure. We discuss the possibility of moving towards such measureability by rooting it in community development approaches and values. The aim is to balance the demands of accountability and demonstrability with the values of community development, to produce a ‘bottom up’ reflective praxis which can support and empower local faith communities to be heard on their own terms whilst at the same time defining and refining those terms. In these ways, it is intended both for practitioners engaging in faith-based social action and its evaluation, and for policy-makers and funders wishing to engage with its value and contribution.

Year2011
JournalCommunity Development Journal
Journal citation47 (1), pp. 126-141
PublisherOxford University Press (OUP)
ISSN1468-2656
Digital Object Identifier (DOI)https://doi.org/https://doi.org/10.1093/cdj/bsq062
Web address (URL)https://academic.oup.com/cdj/article-abstract/47/1/126/268740?redirectedFrom=fulltext
Publication dates
Print19 Jan 2011
Publication process dates
Deposited13 Jul 2023
Accepted author manuscript
License
File Access Level
Open
Permalink -

https://openresearch.lsbu.ac.uk/item/942v2

Download files


Accepted author manuscript
REVISIONS II Meaurement as Reflection-2.doc
License: CC BY 4.0
File access level: Open

  • 5
    total views
  • 1
    total downloads
  • 0
    views this month
  • 0
    downloads this month

Export as

Related outputs

Afterword
Shaw, M. (2024). Afterword. in: Enstedt, D., Flensner, K.K and Kardemark, W. (ed.) Religious Literacy in Secular Religious Education Nordic Perspectives and Beyond Waxmann.
What do we really mean by ‘Personal Knowledge’?
Shaw, M. and Freeman, K. (2023). What do we really mean by ‘Personal Knowledge’? RE Today, Vol 41. No.1 RE Today Online Library.
Worldview Literacy as Transformative Knowledge
Shaw, M. (2023). Worldview Literacy as Transformative Knowledge . in: Franck, O. and Thalen, P. (ed.) Powerful knowledge in Religious Education. Exploring Paths to A Knowledge-Based Education on Religions Springer.
Worldview Literacy as Educational Praxis: A Response to ‘Religious Literacy’: Some Considerations and Reservations’, Johannes C. Wolfart
Shaw, M. (2022). Worldview Literacy as Educational Praxis: A Response to ‘Religious Literacy’: Some Considerations and Reservations’, Johannes C. Wolfart. Method & Theory in the Study of Religion. 34 (5), pp. 484-491. https://doi.org/10.1163-15700682-bja10083
Worldview Literacy as Intercultural Citizenship Education: A framework for critical, reflexive engagement in plural democracy.
Shaw, M. (2022). Worldview Literacy as Intercultural Citizenship Education: A framework for critical, reflexive engagement in plural democracy. Education, Citizenship and Social Justice. pp. 1-17. https://doi.org/10.1177/17461979211062125
Landscapes, Real and Imagined: ‘REforREal’
Shaw, M. and Dinham, A (2020). Landscapes, Real and Imagined: ‘REforREal’. in: Chater, M (ed.) Reforming Religious Education: Power and knowledge in a worldviews curriculum John Catt Education Ltd.
Towards a religiously literate curriculum – religion and worldview literacy as an educational model
Shaw, M. (2019). Towards a religiously literate curriculum – religion and worldview literacy as an educational model. Journal of Beliefs & Values. 41 (2), pp. 150-161. https://doi.org/10.1080/13617672.2019.1664876
New Representations of Religion & Belief in Schools
Shaw, M (2018). New Representations of Religion & Belief in Schools. Religions. 9 (11), p. 364. https://doi.org/10.3390/rel9110364
Re for Real: The Future of Teaching and Learning about Religion & Belief
Shaw, M and Dinham, A (2015). Re for Real: The Future of Teaching and Learning about Religion & Belief. Goldsmiths, University of London.
Religious Literacy through Religious Education: The Future of Teaching and Learning about Religion and Belief
Shaw, M and Dinham, A (2017). Religious Literacy through Religious Education: The Future of Teaching and Learning about Religion and Belief. Religions. 8 (7). https://doi.org/10.3390/rel8070119
Towards a Theory and Practice of Religious Literacy: a case study of religion and belief engagement in a UK University
Shaw, M, Dinham, A and Francis, M (2017). Towards a Theory and Practice of Religious Literacy: a case study of religion and belief engagement in a UK University. Religions. https://doi.org/10.3390/rel8120276