Dr David Lundie

  • Senior Lecturer/Lecturer in Education (RT) (School of Interdisciplinary Studies)

Biography

Dr David Lundie joined the School of Interdisciplinary Studies in 2019. He has previously held roles as Associate Professor of Philosophy of Education at Liverpool Hope University, and Faculty Director of Research at Plymouth Marjon University. Dr Lundie is Associate Editor of the British Journal of Religious Education. His own research interests include both Religious and Moral Education, and Religious Education in the Roman Catholic tradition. A recent Culham St Gabriel's Trust research project exploring the barriers to effective RE for students from disadvantaged backgrounds resulted in recommendations to halt the decline of GCSE Religious Studies in England (read the report here), and the development of a community of practice bringing together teachers and faith field sites such as mosque and cathedral visits. Dr Lundie has been involved in the Westminster Faith Debates project, which seeks to renew the settlement on faith and belief in schools, producing research on the use (and misuse) of the parental right to withdraw from RE which featured in the recent Commission on RE report. Dr Lundie's doctoral research, part of the AHRC/ESRC funded 'Does Religious Education Work?' project, focused on the contribution of Religious Education to community cohesion and intercultural dialogue in UK schools.

Dr Lundie's research interests are broader than RE, and encompass the values, ethos and governance of schools. A British Academy funded project into the Prevent counter-extremism duty in schools resulted in recommendations for multi-agency working (read the report here). A special issue of the Journal of Beliefs and Values which Dr Lundie edited brings together international perspectives on security, extremism and education. Dr Lundie organised a conference bringing together the subject associations for RE, Citizenship and Personal, Social and Health Education in response to the rise in xenophobic attacks following the Brexit vote in 2016. 'Personal Liberty, Mutual Respect and Tolerance: From Values to Virtues', a current research project funded by the Templeton Religion Fund, makes use of ethnographic and psychological approaches to understand the ways schools interpret and nurture the values of liberty, respect and tolerance, the ways young people understand these, and their impact on attitudes and subjective wellbeing. A forthcoming monograph (2021) makes use of securitisation theory to map important changes and transitions in the ways schools relate to their local communities and the state under conditions of increased competition and complexity.

Dr Lundie has also published on digital ethics and education, and taught courses on digital ethics and security, philosophy of education, qualitative and ethnographic research methods, literacy, participatory and practitioner research, religious education, educational economics.

Publications

List by: Type | Date

Jump to: 2021 | 2020 | 2019 | 2018 | 2017 | 2016 | 2015 | 2014 | 2012 | 2010 | 2009
Number of items: 25.

2021

Lundie, D. , Ali, W., Ashton, M., Billingsley, S., Heydari, H., Iqbal, K., McDowell, K. and Thompson, M. (2021) A practitioner action research approach to learning outside the classroom in religious education: developing a dialogical model through reflection by teachers and faith field visitors. British Journal of Religious Education, (doi: 10.1080/01416200.2021.1969896) (Early Online Publication)

Lundie, D. (2021) Editorial: teacher agency, autonomy and religious education. British Journal of Religious Education, 43(3), pp. 251-252. (doi: 10.1080/01416200.2021.1922057)

2020

Lundie, D. and Law, J. (2020) Teachers’ Responses and Expectations in the COVID-19 School Shutdown Period in the UK. Technical Report. Scottish Parliament.

2019

Lundie, D. and O'Siochru, C. (2019) The right of withdrawal from religious education in England: school leaders’ beliefs, experiences and understandings of policy and practice. British Journal of Religious Education, (doi: 10.1080/01416200.2019.1628706)

Bamber, P., Bullivant, A., Clark, A. and Lundie, D. (2019) Beginning teacher agency in the enactment of fundamental British values: a multi-method case study. Oxford Review of Education, 45(6), pp. 749-768. (doi: 10.1080/03054985.2019.1612344)

Lundie, D. C. (2019) Building a terrorist house on sand: a critical incident analysis of interprofessionality and the Prevent duty in schools in England. Journal of Beliefs and Values, 40(3), pp. 321-337. (doi: 10.1080/13617672.2019.1600283)

Perry, J., Lundie, D. and Golder, G. (2019) Metacognition in schools: what does the literature suggest about the effectiveness of teaching metacognition in schools? Educational Review, 71(4), pp. 483-500. (doi: 10.1080/00131911.2018.1441127)

2018

Bamber, P., Bullivant, A., Clark, A. and Lundie, D. (2018) Educating global Britain: perils and possibilities promoting ‘national’ values through critical global citizenship education. British Journal of Educational Studies, 66(4), pp. 433-453. (doi: 10.1080/00071005.2018.1533097)

Lundie, D. (2018) Is RE still not working? Reflections on the Does RE Work? project 5 years on. British Journal of Religious Education, 40(3), pp. 348-356. (doi: 10.1080/01416200.2017.1405791)

2017

Lundie, D. (2017) The givenness of the human learning experience and its incompatibility with information analytics. Educational Philosophy and Theory, 49(4), pp. 391-404. (doi: 10.1080/00131857.2015.1052357)

Lundie, D. (2017) Religion, schooling, community, and security: exploring transitions and transformations in England. Diaspora, Indigenous, and Minority Education, 11(3), pp. 117-123. (doi: 10.1080/15595692.2017.1325357)

Lundie, D. (2017) Religious education policy across the United Kingdom. In: Barnes, L.P. (ed.) Learning to Teach Religious Education in the Secondary School. Routledge: London, pp. 17-29. ISBN 9781138783713

2016

Lundie, D. (2016) Authority, autonomy and automation: the irreducibility of pedagogy to information transactions. Studies in Philosophy and Education, 35(3), pp. 279-291. (doi: 10.1007/s11217-016-9517-4)

Dineen, F. and Lundie, D. (2016) Does religious education matter to teachers in Catholic primary schools? Concerns and challenges. In: Shanahan, M. (ed.) Does Religious Education Matter? Routledge, pp. 101-113. (doi:10.4324/9781315577883-9)

Lundie, D. (2016) Security networks and human autonomy: a philosophical investigation. In: Bunnik, A., Cawley, A., Mulqueen, M. and Zwitter, A. (eds.) Big Data Challenges: Society, Security, Innovation and Ethics. Palgrave: London. ISBN 9781349948840

2015

Tse, J., Schrader, D. E., Ghosh, D., Liao, T. and Lundie, D. (2015) A bibliometric analysis of privacy and ethics in IEEE Security and Privacy. Ethics and Information Technology, 17(2), pp. 153-163. (doi: 10.1007/s10676-015-9369-6)

Conroy, J.C. , Lundie, D. , Davis, R.A. , Baumfield, V., Barnes, L.P., Gallagher, T., Lowden, K. , Bourque, N. and Wenell, K. (2015) Does Religious Education Work? A Multi-dimensional Investigation [New Paperback Edition with Corrections]. Bloomsbury: London. ISBN 9781474234658

Lundie, D. and Conroy, J. (2015) ‘Respect Study’ the treatment of religious difference and otherness: an ethnographic investigation in UK schools. Journal of Intercultural Studies, 36(3), pp. 274-290. (doi: 10.1080/07256868.2015.1029886)

Lundie, D. C. (2015) Theorizing relational privacy: embodied perspectives to support ethical professional pedagogies. In: Smeyers, P., Bridges, D., Burbules, N. and Griffiths, M. (eds.) International Handbook of Interpretation in Educational Research. Series: Springer international handbooks of education. Springer: Dordrecht, pp. 1481-1498. ISBN 9789401792813 (doi:10.1007/978-94-017-9282-0_72)

2014

Lundie, D. (2014) Learning analytics and the education of the human. In: Lewin, D., Guilherme, A. and White, M. (eds.) New Perspectives in Philosophy of Education: Ethics, Politics and Religion. Bloomsbury: London, pp. 45-58. ISBN 9781472513366 (doi:10.5040/9781472593368.ch-004)

2012

Baumfield, V.M., Conroy, J. , Davis, R. and Lundie, D. (2012) The Delphi method: gathering expert opinion in religious education. British Journal of Religious Education, 34(1), pp. 5-19. (doi: 10.1080/01416200.2011.614740)

Conroy, J. C. , Lundie, D. and Baumfield, V. (2012) Failures of meaning in religious education. Journal of Beliefs and Values, 33(3), pp. 309-323. (doi: 10.1080/13617672.2012.732812)

Lundie, D. and Conroy, J. C. (2012) Seeing and seeing through: forum theatre approaches to ethnographic evidence. Journal of Beliefs and Values, 33(3), pp. 329-342. (doi: 10.1080/13617672.2012.732814)

2010

Lundie, D. (2010) ‘Does RE work?’ An analysis of the aims, practices and models of effectiveness of religious education in the UK. British Journal of Religious Education, 32(2), pp. 163-170. (doi: 10.1080/01416200903537613)

2009

Lundie, D. (2009) A theory of motivation and ontological enhancement: the role of disability policy in student empowerment and institutional change. Educational Philosophy and Theory, 41(5), pp. 539-552. (doi: 10.1111/j.1469-5812.2007.00371.x)

This list was generated on Mon Sep 20 14:50:01 2021 BST.
Number of items: 25.

Articles

Lundie, D. , Ali, W., Ashton, M., Billingsley, S., Heydari, H., Iqbal, K., McDowell, K. and Thompson, M. (2021) A practitioner action research approach to learning outside the classroom in religious education: developing a dialogical model through reflection by teachers and faith field visitors. British Journal of Religious Education, (doi: 10.1080/01416200.2021.1969896) (Early Online Publication)

Lundie, D. (2021) Editorial: teacher agency, autonomy and religious education. British Journal of Religious Education, 43(3), pp. 251-252. (doi: 10.1080/01416200.2021.1922057)

Lundie, D. and O'Siochru, C. (2019) The right of withdrawal from religious education in England: school leaders’ beliefs, experiences and understandings of policy and practice. British Journal of Religious Education, (doi: 10.1080/01416200.2019.1628706)

Bamber, P., Bullivant, A., Clark, A. and Lundie, D. (2019) Beginning teacher agency in the enactment of fundamental British values: a multi-method case study. Oxford Review of Education, 45(6), pp. 749-768. (doi: 10.1080/03054985.2019.1612344)

Lundie, D. C. (2019) Building a terrorist house on sand: a critical incident analysis of interprofessionality and the Prevent duty in schools in England. Journal of Beliefs and Values, 40(3), pp. 321-337. (doi: 10.1080/13617672.2019.1600283)

Perry, J., Lundie, D. and Golder, G. (2019) Metacognition in schools: what does the literature suggest about the effectiveness of teaching metacognition in schools? Educational Review, 71(4), pp. 483-500. (doi: 10.1080/00131911.2018.1441127)

Bamber, P., Bullivant, A., Clark, A. and Lundie, D. (2018) Educating global Britain: perils and possibilities promoting ‘national’ values through critical global citizenship education. British Journal of Educational Studies, 66(4), pp. 433-453. (doi: 10.1080/00071005.2018.1533097)

Lundie, D. (2018) Is RE still not working? Reflections on the Does RE Work? project 5 years on. British Journal of Religious Education, 40(3), pp. 348-356. (doi: 10.1080/01416200.2017.1405791)

Lundie, D. (2017) The givenness of the human learning experience and its incompatibility with information analytics. Educational Philosophy and Theory, 49(4), pp. 391-404. (doi: 10.1080/00131857.2015.1052357)

Lundie, D. (2017) Religion, schooling, community, and security: exploring transitions and transformations in England. Diaspora, Indigenous, and Minority Education, 11(3), pp. 117-123. (doi: 10.1080/15595692.2017.1325357)

Lundie, D. (2016) Authority, autonomy and automation: the irreducibility of pedagogy to information transactions. Studies in Philosophy and Education, 35(3), pp. 279-291. (doi: 10.1007/s11217-016-9517-4)

Tse, J., Schrader, D. E., Ghosh, D., Liao, T. and Lundie, D. (2015) A bibliometric analysis of privacy and ethics in IEEE Security and Privacy. Ethics and Information Technology, 17(2), pp. 153-163. (doi: 10.1007/s10676-015-9369-6)

Lundie, D. and Conroy, J. (2015) ‘Respect Study’ the treatment of religious difference and otherness: an ethnographic investigation in UK schools. Journal of Intercultural Studies, 36(3), pp. 274-290. (doi: 10.1080/07256868.2015.1029886)

Baumfield, V.M., Conroy, J. , Davis, R. and Lundie, D. (2012) The Delphi method: gathering expert opinion in religious education. British Journal of Religious Education, 34(1), pp. 5-19. (doi: 10.1080/01416200.2011.614740)

Conroy, J. C. , Lundie, D. and Baumfield, V. (2012) Failures of meaning in religious education. Journal of Beliefs and Values, 33(3), pp. 309-323. (doi: 10.1080/13617672.2012.732812)

Lundie, D. and Conroy, J. C. (2012) Seeing and seeing through: forum theatre approaches to ethnographic evidence. Journal of Beliefs and Values, 33(3), pp. 329-342. (doi: 10.1080/13617672.2012.732814)

Lundie, D. (2010) ‘Does RE work?’ An analysis of the aims, practices and models of effectiveness of religious education in the UK. British Journal of Religious Education, 32(2), pp. 163-170. (doi: 10.1080/01416200903537613)

Lundie, D. (2009) A theory of motivation and ontological enhancement: the role of disability policy in student empowerment and institutional change. Educational Philosophy and Theory, 41(5), pp. 539-552. (doi: 10.1111/j.1469-5812.2007.00371.x)

Books

Conroy, J.C. , Lundie, D. , Davis, R.A. , Baumfield, V., Barnes, L.P., Gallagher, T., Lowden, K. , Bourque, N. and Wenell, K. (2015) Does Religious Education Work? A Multi-dimensional Investigation [New Paperback Edition with Corrections]. Bloomsbury: London. ISBN 9781474234658

Book Sections

Lundie, D. (2017) Religious education policy across the United Kingdom. In: Barnes, L.P. (ed.) Learning to Teach Religious Education in the Secondary School. Routledge: London, pp. 17-29. ISBN 9781138783713

Dineen, F. and Lundie, D. (2016) Does religious education matter to teachers in Catholic primary schools? Concerns and challenges. In: Shanahan, M. (ed.) Does Religious Education Matter? Routledge, pp. 101-113. (doi:10.4324/9781315577883-9)

Lundie, D. (2016) Security networks and human autonomy: a philosophical investigation. In: Bunnik, A., Cawley, A., Mulqueen, M. and Zwitter, A. (eds.) Big Data Challenges: Society, Security, Innovation and Ethics. Palgrave: London. ISBN 9781349948840

Lundie, D. C. (2015) Theorizing relational privacy: embodied perspectives to support ethical professional pedagogies. In: Smeyers, P., Bridges, D., Burbules, N. and Griffiths, M. (eds.) International Handbook of Interpretation in Educational Research. Series: Springer international handbooks of education. Springer: Dordrecht, pp. 1481-1498. ISBN 9789401792813 (doi:10.1007/978-94-017-9282-0_72)

Lundie, D. (2014) Learning analytics and the education of the human. In: Lewin, D., Guilherme, A. and White, M. (eds.) New Perspectives in Philosophy of Education: Ethics, Politics and Religion. Bloomsbury: London, pp. 45-58. ISBN 9781472513366 (doi:10.5040/9781472593368.ch-004)

Research Reports or Papers

Lundie, D. and Law, J. (2020) Teachers’ Responses and Expectations in the COVID-19 School Shutdown Period in the UK. Technical Report. Scottish Parliament.

This list was generated on Mon Sep 20 14:50:01 2021 BST.

Grants

Templeton Foundation: $188,000, Personal liberty, mutual respect and tolerance: from values to virtues, 2019-21

Culham St Gabriel’s Trust: £19,500, The impact of Religious Education on socio-cultural mobility for religious minority young people, 2018-20

Higher Education Innovation Fund: £1,100, Religious education parental right of withdrawal survey, 2018

British Academy/Leverhulme: £9,300, The influence of securitisation on spiritual, moral, social and cultural development in England’s schools, 2016-17

Education Achievement Service (Wales): £12,000, Determining the relationships between pedagogy, disposition to learn and wellbeing, 2016

Higher Education Innovation Fund: £5,600, Citizenship, religion, philosophy and values in post-Brexit Britain, 2016

Culham St Gabriel’s Trust: £8,400, The Prevent Agenda: The success criteria required by stakeholders to evidence measurable outcomes, 2015

Philosophy of Education Society of Great Britain: £800, Humanising online pedagogies colloquium, 2014

Supervision

Anno Bunnik - University of Groningen 2015-Present - Big Data and Policing

Muhammad Naeem - Plymouth Marjon University 2017-Present - Muslim Parents' School Choices

Khalil Akbar - Liverpool Hope University 2016-19 - Pupils' Attitudes and Understandings of Fundamental British Values 

Fiona Dineen - Liverpool Hope University 2012-14 - Catholic Primary Teachers' Understandings of Catholic Ethos

Mark Dumican - Liverpool Hope University 2012-14 - Religious Practice, Identity and Catholic School Leadership

  • Lowe, Fay
    What is the extent to which a locally agreed syllabus can meet the moral education needs of white British boys in an area where there is a high prevalence of far-right wing extremism?

Teaching

Language & Literacy 3 - MA(Hons) Primary Education

Professional Enquiry - PGDE Primary

 

Professional activities & recognition

Prizes, awards & distinctions

  • 2018: Fellow (Royal Society for the Advancement of the Arts, Manufactures and Commerce)

Research fellowships

  • 2016 - 2017: British Academy Early Career Grant

Editorial boards

  • 2018 - 2023: British Journal of Religious Education
  • 2013 - 2016: BERA Academic Publications Committee

Professional & learned societies

  • 2018: Fellow, Royal Society for the encouragement of Arts, Manufactures and Commerce