Bob Bowie (PhD) is Director of the National Institute of Christian Education (https://blogs.canterbury.ac.uk/nicer/), a research centre at Canterbury Christ Church University that investigates all aspects of Christian Education in including schooling, Christian universities, religious education and faith development. He was Chair of the Association of University Lecturers in Religion and Education until 2018. He is on the boards of several journals including the British Journal of Religious Education, the Journal of Beliefs and Values and is an editor for the International Journal of Christianity and Education. His own research areas are around religious and human rights education, with a current specific focus on teaching texts in RE classrooms, but he has also written recently on tolerance of religions and morality in values education policy. He supports the Christianity and Education Ed D programme at Canterbury and teaches ethics, RE and research methods.
Research and knowledge exchange
2019 Beginning Teachers and the Science Religion Encounter in the Classroom (£348,000) (PI)
2018 Teachers and Texts £37,000 (PI)
2018 Ten Leading Schools Dissemination and Researching Faith in the Nexus £270,000 (Project Director)
2017 Initial Teacher Education in Universities with a Christian Foundation. Cathedral's Group of Universities £20,000, Church Universities Fund £23,000 (PI)
2017 Anglican Identity and Implementing PREVENT in the university. Church of England Grants Committee. £5800 with L Revell (co PIs)
2015 Negotiating British Values funded by Hockerill Educational Foundation £4000 with L Revell (co PIs)
Teaching and subject expertise
I am Executive Chair of AULRE, the Association of University Lecturers in Religion and Education, an executive member of ISREV, the International Seminar on Religious, Education and Values, a member of the Philosophy of Education Society of Great Britain, the British Educational Research Association, the National Association of Teachers of RE. I am a Fellow of the Higher Education Academy and a National Teaching Fellow.
Publications and research outputs
2021 'Multidimensional competence and the space between faith formation and Scripture study'In G. Byrne and S. Whittle (Eds)Catholic Education: A Lifelong Journey,Dublin: Veritas, p.261-272.
2021 The implicit knowledge structure preferred by questions in English Religious Studies public exams.In G Biesta, P Hannam (Eds)Religion and education: The forgotten dimensions of religious education? Leiden: Brill | Sense, pp.112-123.
2020 (with Sabina Hulbert and Trevor Cooling) Measuring the Effectiveness of Virtuous Pedagogy: a quantitative study of the What if Learning approach in Church of England schools. Education Sciences. 2020, 10, 315; doi:10.3390/educsci10110315.
2020 The collective consciousness of an RE department during curriculum change: scripture, representation, science, fear and anger. Journal of Religious Education. 2020, 68(3), 305-313; doi:10.1007/s40839-020-00111-9.
2020 The implicit knowledge structure preferred by questions in English Religious Studies public exams. In G Biesta, P Hannam (Eds) Religion and education: The forgotten dimensions of religious education? Leiden: Brill | Sense.
2018 'How Christian Universities Respond to Extremism' with Lynn Revell, Education Sciences. 2018, 8(3), 140-154.
2018 'We reap what we sew: perpetuating biblical illiteracy in new English Religious Studies exams and the proof text binary question' British Journal of Religious Education 40(3) 277-287
2018 ‘Interpreting texts more wisely: A Review of Research and the Case for Change’ In Christian, Faith, Formation and Education, Eds Ros Stuart-Buttle and John Shortt, Palgrave Macmillan, pp.211-228.
2017 ‘The rise and fall of human rights in English education policy?’ Inescapable national interests and PREVENT In Education, Citizenship and Social Justice Vol 12, Issue 2, pp. 111 - 122;
2017 ‘Is tolerance of faiths helpful in English school policy? Reification, complexity, and values education.Oxford Review of Education: Vol. 43, Special issue: Muslims, schooling and the limits of religious identity, pp. 536-549;
2016 Dignity and Human Rights Education Oxford: Peter Lang (monograph)