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Brendan Hyde

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Senior Lecturer, Education (Pedagogy and curriculum)

Deakin University

Australia

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About

Brendan Hyde is a Senior Lecturer in Education, specializing in pedagogy and curriculum at Deakin University, Australia. His research interests encompass spirituality in childhood, teacher reflection through phenomenology, and the integration of religious and moral education in early childhood settings. Recent publications highlight his focus on the intersection of spirituality, pedagogy, and educational environments, particularly within Christian contexts.

Recent Grants

Grant: Close

Constructed Space: Affordances and a Theology of the Built Environment in Christian Early Childhood Education

Open Date: 2023-08-01

Close Date: 2024-06-01

Grant: Close

Exploring hope, grace and resilience in parish communities in COVID-19 times

Open Date: 2021-08-01

Close Date: 2022-06-01

Grant: Close

Children as a Means of Grace

Open Date: 2018-08-01

Close Date: 2019-06-01

Grant: Close

Learning stories and Godly Play: Tracking students' progress in early years religious education

Open Date: 2011-01-01

Close Date: 2014-12-01

Articles (17)

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2025

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2025

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2024

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2024

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2024

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2024

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2024

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2023

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2023

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2023

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2023

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2023

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2022

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2022

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2022

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2022

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2021

Collaborators (4)

Dawn Joseph

Deakin University

AUSTRALIA

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Megan Best

Honorary Associate Professor

University of Sydney

AUSTRALIA

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Elizabeth Rouse

Senior Lecturer early childhood

Deakin University

AUSTRALIA

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Christine Robinson

Associate Dean (Research)

The University of Notre Dame Australia

AUSTRALIA

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Brendan Hyde

Research Interests

Explore related searches

About

Recent Grants

Articles (17)

The experience and expression of spirituality in childhood: A systematic review and qualitative synthesis of the literature

Constructed Spaces: Affordances and a Theology of the Built Environment in Christian Early Childhood Education

An introduction to religious, moral and values education

Using Claude Romano’s ‘evential phenomenology’ to reflect on moments of grace and hope during the pandemic

Teacher reflection as a research method: using phenomenology to reflect on classroom events

Enacting a spiritual pedagogy in the early years: phenomenological reflections on thoughtfulness in practice

Religious Education (RE) as a Context: The Subcultures That Shape Teacher’s Work When Teaching This Subject in Australian Catholic Secondary Schools

Truth as Aletheia in the Godly Play approach to religious education: a phenomenological reflection

What Is It Like to Experience the Other in an Online Interview? Using Phenomenology to Explore the Online Encounter of the Other

“A balancing act of keeping the faith and maintaining wellbeing”: perspectives from Australian faith communities during the pandemic

Children of the ‘Now’: Dispelling Some Neoliberal Assumptions in Christian Religious Education

What is it like to be unable to gather physically for Sunday church services? Phenomenological reflections on three church leaders’ experiences of community during COVID-19

Teacher voice for reflections on practice: using the voice-centred relational method to determine early childhood teachers’ understanding of spirituality

‘There is light despite all of the darkness’: Exploring perceptions of faith and hope during the pandemic in Australian church settings

Action Possibilities Enhancing the Spiritual Wellbeing of Young Children: Applying Affordance Theory to the Godly Play Room

“There is ‘Plenty’ of Grace—it is Not a Limited Commodity!:” Experiences of Grace in Australian Faith Communities During the Pandemic

Critical Discourse and Critical Reflection in Mezirow’s Theory of Transformative Learning: A Dialectic Between Ontology and Epistemology (and a Subtext of Reflexivity Mirroring My Own Onto-Epistemological Movement)

Collaborators (4)

Dawn Joseph

Megan Best

Elizabeth Rouse

Christine Robinson

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