Faith Schools: Consensus Or Conflict?Roy Gardner, Denis Lawton, Jo Cairns Until recently the separation of pupils in Britain according to religion was felt to be compatible with a comprehensive education. That consensus no longer holds and there is a strong and positive lobby either to abandon "faith schools" within the state system altogether or to dilute their membership by ensuring they include pupils from other faiths, or no faith at all. This book is an accessible overview of the debates, issues and practicalities of faith-based education in the UK. It sets out the challenges and opportunities of different approaches to faith schools and addresses the choices faced by parents in our plural and multicultural communities, as well as the education investment and development currently undertaken by faith schools. Finally, the case is presented for and against faith schools with a summary chapter attempting to provide a way forward for the debate. "Faith Schools" addresses the current concerns, questions and interest surrounding the legitimacy, support and intended expansion of faith schools in the UK. It sets out the historical and legal background of the establishment of such schools within the framework of state comprehensive educational provision and discusses the reasons why it is difficult to jettison these at present. |
Contents
Faith schools now An overview | 5 |
Faith schools and colleges of education since 1800 Brian Gates | 12 |
The legal framework for faithbased schools and the rights of the child Marie ParkerJenkins | 34 |
Faith schools For and against | 47 |
Faith schools Can they be justified? | 49 |
Are faith schools divisive? | 59 |
Religion and schools a fresh way forward? A rightsbased approach to diversity in schools | 72 |
Faithbased schools in the United Kingdom | 81 |
Faith schools the experience elsewhere | 143 |
Measuring Catholic school performance An international perspective | 145 |
Faith schools and Northern Ireland A review of research | 154 |
Exclusion or embrace? Faith social ideals and common schooling in Americas public education | 164 |
Faith schools in France from conflict to consensus? | 176 |
Faith schools the way forward | 187 |
Faith schools and communities | 189 |
The impact of faith schools on pupil performance | 200 |
Keeping the faith with social capital from Coleman to New Labour on social justice religion and education | 88 |
Faith schools In practice | 101 |
Perceptions and practices of Christian schools | 103 |
Learning together The case for joint church schools | 111 |
Segregation or cohesion Church of England schools in Bradford | 120 |
Through the looking glass religion identity and citizenship in a plural culture | 136 |
Faith schools religious education and citizenship | 211 |
Continuing personal and professional development and faith schools | 220 |
| 240 | |
Index | 255 |
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Common terms and phrases
academic achievement aims Anglican areas argued autonomy beliefs Bradford British Humanist Association Catholic Education Catholic schools cent child children's rights Christian Church of England citizenship CofE Coleman colleges common school communitarianism concerned context contribution CPPD culture democratic denominational Dewey DfES distinctive diversity divisive education system England schools ethnic ethos example faith communities faith schools faith-based schools funding GCSE groups human Humanist identity impact important Institute integrated schools involved issues Jewish schools joint church school Key Stage Labour learning liberal London moral Muslim National Curriculum non-religious schools Northern Ireland OFSTED organisations outcomes parents particular faith perspective plural political practice promote public schools pupils question RC schools recognised relation religion religious education religious schools responsibility role Schagen secondary schools secular secularisation social capital society spiritual teachers teaching tradition understanding University Press values voluntary aided voluntary aided schools