Dr Francis Farrell

Name: Dr Francis Farrell
Department: Secondary and Further Education
Current position: Senior Lecturer Secondary and Further Education (Religious Education)
Email: farrellf@edgehill.ac.uk
Location: Ormskirk Main Campus, Faculty of Education

Biography

Teaching:

  • Senior Lecturer Religious Education, Edge Hill University, 2017-present day
  • Masters in Educational Enquiry and Professional Practice- 2018- present day
  • PhD supervision, MRes supervisor
  • RE PGCE Course Leader, Edge Hill University, 2003-2017
  • Head of Religious Education, Sociology and Philosophy, 1996-2003
  • Teacher of Religious Education and History, 1990-1996

Qualifications:

  • Doctorate in Education (Keele University) 2011
  • Postgraduate certificate in Education Management (Edge Hill University) 1997
  • Postgraduate certificate in Education (Edge Hill University) 1990
  • MA in Religious Studies (Lancaster University)1987

History

Francis joined Edge Hill University in 2003 where he established and led the RE PGCE. In his current role, he is a Senior Lecturer in RE and teaches across PGCE and secondary undergraduate provision. He is an active researcher and is leading a project exploring teachers and young people’s understandings of British identity. Prior to joining Edge Hill University Francis taught in secondary schools and held posts as Head of Humanities and Head of RE, Sociology and Philosophy in a North West school.

Interests and Achievements

Interests:

  • Teacher and learner identities
  • Education policy and policy enactment
  • Equalities, social justice and education
  • Buddhism in Britain
  • Religious education, policy, pedagogy and theory

Achievements:

Francis has held several external examiner positions, including chief external examiner for providers offering secondary ITE QTS programmes. He has been a PhD supervisor since 2016 and has served as a PhD external examiner. He is currently Chair of the Faculty of Education research ethics committee. Francis is the higher education representative of a local SACRE (standing advisory council for religious education). He is a member of NATRE (National association of teachers of RE).

As a Religious Studies student Francis won the Angela Belson memorial prize at Lancaster University for his work in Islamic studies.

Professional Development and Enhancement

Francis is a reviewer for peer reviewed journals including ‘Gender and Education’ and ‘Youth and Society’.

He is a committed and active researcher engaged in an Edge Hill University funded project to investigate young people’s understanding of British identity.

Research

  • Teacher and learner identities
  • Gender and education
  • Race and education
  • Qualitative research methods and methodology
  • Religious literacy

Refereed Journals

Farrell, F. (2014) A critical investigation of the relationship between masculinity, social justice, religious education and the neo-liberal discourse Journal of Education + Training, Special Edition, 56(7),

Farrell, F. (2015) “We’re the mature people” a study of masculine subjectivity and its relationship to Key Stage 4 Religious Studies Journal of Gender and Education

Farrell, F. (2016) “Learning to listen”: Boys gender narrative- implications for theory and practice Journal of Education + Training, Special Edition, 58 (3),

Duckworth, V., Farrell, F. & Rigby, P., (2016) Ways of being: alternative critical dialogic perspectives on gendered identity in education, training and work Journal of Education + Training Special Edition, guest editorial, 58 (3),

Farrell, F. (2016) “Why all of a sudden do we need to teach fundamental British values?” A critical investigation of religious education student teacher positioning within a policy discourse of discipline and control Journal of Education for Teaching 42 (3),

Farrell, F. Duckworth, V., Reece, M. & Rigby, P., (2016) [published on line 07 Oct 2016] The moral frontiers of English education policy: governmentality and ethics within an alternative provision free school Educational Review 

Farrell, F. and Lander , V., (2018) [published online 23rd Feb 2018]  “We’re not British values teachers are we?”: Muslim teachers’ subjectivities in a governmentality of unease Educational Review

Farrell, F (2019) “Walking on eggshells”  Brexit, British values and educational space. Education and Training Journal

Non refereed Journals and Professional publications:

Farrell, F. (2005) Green day: RE and environmental education- RE Today:

Farrell, F. (2005) ITT RE at Edgehill – RE Today

Farrell, F. (2005) Review: The Passion of the Christ- RE- NET (TDA funded teacher training resource bank) 2005

Farrell, F. (2006) Review: Culham Institute RE Training dvd- RE-Net (TDA funded teacher training resource bank)

Farrell, F. (2007) Observing Good Practice in RE- 2 articles; –RE-Net (TDA funded teacher training resource bank)

Chapter(s) in books

Farrell, Francis (2017) “Why all of a sudden do we need to teach fundamental British values?” A critical investigation of religious education student teacher positioning within a policy discourse of discipline and control In: Lander, Vini (ed). Fundamental British Values. Routledge, Abingdon. ISBN 9781138096240

Knowledge Transfer and Enterprise

Conference Presentations:

Farrell, F. (2011) Encountering Difference: paper delivered at Centre for Learner Identity Studies conference, Edge Hill University.

Farrell, F. (2012) “Are We the People?” Reflections on Methodology and Method: paper delivered at Centre for Learner Identity Studies conference, Edge Hill University.

Farrell, F. (2013) “He’s dead streetwise, but the other one, he’s homely and soft”- parental perspectives on adolescent masculinities: paper presented at Centre for Learner Identity Studies conference, Edge Hill University.

Farrell, F. (2014) “We’re the mature people” a study of masculine subjectivity and its relationship to Key Stage 4 Religious Studies: paper delivered at BERA, Institute of Education, London

Farrell, F. and Lander, V. (2016) “Why all of a sudden do we need to teach fundamental British values?” A critical investigation of religious education student teacher positioning within a policy discourse of discipline and control: paper delivered at Annual Conference of Research in Education, Edge Hill University.

Farrell, F. and Lander, V. (2016) “Why all of a sudden do we need to teach fundamental British values?” A critical investigation of religious education student teacher positioning within a policy discourse of discipline and control: abstract accepted for BERA 2016, Leeds University; Leeds.

Farrell, F. and Lander, V. (2017) “We’re not British values teachers are we?” Muslim teachers’ subjectivities in a governmentality of unease; key note speakers at  the BERA conference Faith, Social Justice and Race,  May 18, Nottingham Conference Centre.

Farrell, F. and Bryan, G. (2018) “Fundamental British Values” BERA ‘hot topic’; BERA annual conference, September 2018, Northumbria University

Farrell, F. and McGuire, L. (2018) “Brexit, racial and religious discrimination: the implications for secondary RE”, paper delivered at Annual Conference of Research in Education, Edge Hill University

Farrell, F., McGuire, L. and Smalley, P. (2018) “Brexit means Brexit, but what does it mean for RE?”, paper delivered at RE 20:20 AREIAC conference, Holmes Chapel, De Vere Conference Centre

External Collaborations/ Partnership Activity:

Francis currently collaborates with the following school partners and partner organisations on an Edge Hill University funded research project investigating young people’s understanding of British identity:

  • Lowton Church of England High School
  • Culcheth High School
  • St Nicholas CE Academy
  • Oldham North Academy
  • Abrar Academy
  • Preston Muslim Girls High School
  • org
  • Liverpool Community Spirit
  • Youth Focus North West

Projects:

Edge Hill University funded project: ‘Britishness, Identity and Belonging’

This project is being undertaken with Professor Vini Lander (Roehampton University) and Dr Shereen Shaw (Edge Hill University). The project aims to capture young people’s perceptions of what it means to be British in a social and political context shaped by the UK government’s decision to leave the European union and the war on terror.

The study of young people’s perception complements and additional study which is investigating the view of secondary teachers of RE on racial and religious discrimination in the post referendum period.

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