• Volume 12-1 - Spring 2008

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• Volume 9-2 - Autumn 2005

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• Volume 8-2 - Autumn 2004

• Volume 7-1 - Spring 2003

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• Volume 6-1 - Spring 2002

• Volume 6-2 - Autumn 2002

• Volume 5-1 - Spring 2001

• Volume 5-2 - Autumn 2001

• Volume 4-1 - Spring 2000

• Volume 4-2 - Autumn 2000

• Volume 3-1 - Spring 1999

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Editors, Management Group, Editorial Advisers

Editors:
Dr. John Shortt
Dr. David I. Smith

Management Group:
Rupert Kaye (Association of Christian Teachers)
Dr. Andrew Marfleet
David Morton (The Stapleford Centre)
Andrew Palfreyman (Association of Christian Teachers) 
Dr. John Shortt
Dr. David I. Smith (Kuyers Institute for Christian Teaching and Learning)
Phil Whitehead (The Stapleford Centre)

Editorial Advisers:
Professor Harro Van Brummelen - Trinity Western University, Canada
Dr. Allan Harkness - Asia Graduate School of Theology, Singapore
Dr. Susan Hasseler - Calvin College, USA
Professor Brian V. Hill - Murdoch University, Australia
Rev. Dr. William K. Kay - University of Wales, Wales
Dr. D. Barry Lumsden - University of Alabama, USA
Samson Makhado - Association of Christian Schools International, South Africa
Dr. Mark Pike - University of Leeds, England
Dr. Signe Sandsmark - Norwegian Lutheran Mission, Norway
Dr. Pablo J. Santana Bonilla - University of La Laguna, Tenerife, Spain
Dr. Elmer J. Thiessen - Medicine Hat College, Canada
Professor Michael S. Totterdell - Manchester Metropolitan University, England
Professor Keith Watson - University of Reading, England

NOTES FOR CONTRIBUTORS

To read the JECB Information and Instructions for Contributors click here.

To read the JECB Bibliographical Citation Guide (the ‘house style guide’) click here.

To read the JECB Peer Review Policy click here.

(To download files, right-click link and select Save As.)

Clarence W. Joldersma
Educating for Social Justice: Revisiting Stronks & Blomberg’s Idea of Responsive Discipleship
(pp.105-117)

RESPONSIVE DISCIPLESHIP - INCLUDING unwrapping gifts, sharing joys and burdens, and seeking shalom - is a good framework for thinking about Christian education. However, this approach does not address adequately issues of social justice in the context of education. The lens of social justice takes education further beyond the vestiges of individualism that ‘gift’ language carries and also beyond the enclosed classroom that sharing joys and burdens might suggest. Reframing those two in the context of seeking shalom brings out the social justice dimensions of unwrapping gifts and sharing joys and burdens.

Keywords: education, Christian perspective, social justice, shalom, gift, philosophy of education.

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David I. Smith
The Bible and Education: Ways of Construing the Relationship
pp.119-133)

IT IS A basic assumption of most Christian educational discussion that there can be some fruitful relationship between the Bible and education. This idea has, however, not gone unchallenged, and even its proponents often understand the relationship in unnecessarily narrow terms. This article summarises findings from a research project on ways of understanding the Bible's possible influence upon education. It considers in turn the role of the Bible as content, the teacher's character, inferences from beliefs, the potential of metaphor and narrative, and the significance of the canon.

Keywords: incarnation, metaphor, narrative, canon.

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Samson B. K. Makkhado and Dean Spalding
Community and Hospitality in Multicultural Classrooms
(pp.135-144)

THIS PAPER EXPLORES the significance for the Christian school of the hospitality metaphor which sees teacher as host and student as guest, the communal attitude which is more common in traditional African culture than in the West, and the depth of the influence of the Christian gospel which should lead to the ongoing re-orientation of the whole life. The exploration of these themes draws upon insights from African culture and history.

Keywords: metaphor, hospitality, community, conversion.

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Penny Thompson
The Interpretation of Religious Education Legislation: a case study
(pp.145-158)

WHEN ATTEMPTS ARE made through legislation to determine the ways in which Religious Education is taught, the laws that are enacted may be interpreted in ways that are contrary to the intentions of those who draft them. Government education departments may even choose to disregard these intentions. The battle for control of Religious Education in England and Wales following the coming into effect of the 1988 Education Reform Act provides a case study that shows how this may happen.

Keywords: religious education, legislation, Education Reform Act, interpretation.

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