Faith Schools: Consensus or Conflict?

Book Cover......Page 1
Half-Title......Page 2
Title......Page 4
Copyright......Page 5
Contents......Page 6
Tables and figures......Page 9
Contributors......Page 10
Introduction......Page 14
Part III—Faith schools: in practice......Page 15
Part V—Faith schools: the way forward......Page 16
References......Page 17
Part I Faith schools......Page 18
1 Faith schools now......Page 20
References......Page 25
Context......Page 28
School provision and funding......Page 29
Teacher education and training......Page 31
School provision and funding......Page 32
Teacher training......Page 34
Context......Page 35
School provision and funding......Page 36
Teacher training......Page 37
Some recurring themes within the faith traditions......Page 39
Anglican (CofE, Church in Wales)......Page 40
Roman Catholic......Page 41
Secularist and Humanist......Page 42
Jews......Page 43
Concluding quirks......Page 44
Notes......Page 45
References......Page 46
Other sources consulted......Page 47
The legal framework......Page 50
Children’s rights......Page 52
Parents’ rights vis-à-vis children’s rights......Page 54
Conclusion......Page 58
References......Page 59
Part II Faith schools......Page 62
4 Faith schools......Page 64
Ethos......Page 65
Parents versus the state......Page 66
The central criticism of state support for faith schools......Page 67
Educational aims......Page 69
Indoctrination......Page 71
Conclusion......Page 72
References......Page 73
Introduction: context and complexity......Page 74
Claims about divisiveness......Page 76
Faith schools: nature and variety......Page 78
Exploring faith schools and divisiveness......Page 79
Conclusion......Page 83
References......Page 84
The history of these proposals......Page 86
Human rights and other relevant legislation......Page 87
Inclusive pluralist schools......Page 91
References......Page 93
Separationism, secularisation, and autonomy1......Page 96
Autonomy and faith schools......Page 98
Secularisation and separationism......Page 99
Reforming faith schools......Page 100
Notes......Page 101
References......Page 102
The Coleman legacy: social justice and social capital......Page 104
Social justice......Page 105
Social capital......Page 106
New Labour social policy and social capital......Page 107
New Labour’s education policy......Page 108
The faith schools debate in England......Page 109
From equity to ethos......Page 110
Conclusion......Page 112
References......Page 113
Part III Faith schools......Page 116
9 Perceptions and practices of Christian schools......Page 118
The nature of faith-based education......Page 119
Characteristics of faith-based schools......Page 120
The curriculum......Page 121
The trend towards secularisation......Page 122
The prevailing culture of faith schools......Page 123
Sources consulted......Page 124
Economics or ecumenics?......Page 126
Towards dialogue and commitment......Page 127
Learning together: a case study......Page 128
Ready, fire, aim!......Page 129
Admissions......Page 130
Religious education......Page 131
Eucharistic celebration......Page 132
Learning together......Page 133
References......Page 134
The Bradford context......Page 136
Social and economic conditions......Page 137
Primary schools......Page 139
Secondary schools......Page 140
Towards an understanding of the purposes of CofE schools......Page 142
Nurture, service and inclusion......Page 143
Poverty, dispossession and dignity......Page 145
Segregation, socialisation and selection......Page 147
Faith schools in support of social cohesion......Page 148
References......Page 150
12 Through the looking glass: religion, identity and citizenship in a plural culture......Page 152
Faith schools and the liberal agenda......Page 153
Citizenship education as transformational......Page 155
A four term convenantal relationship......Page 156
References......Page 158
Part IV Faith schools......Page 160
13 Measuring Catholic school performance......Page 162
USA......Page 163
Australia......Page 165
South Africa......Page 166
The religio-philosophical......Page 167
The pedagogical......Page 168
References......Page 169
Historical background......Page 172
The years of conflict......Page 173
The impact of community relations measures......Page 175
Conclusion......Page 178
References......Page 179
Religion and America: foundations and the meaning of America......Page 182
The common religion legacy of Horace Mann......Page 184
The legacy of John Dewey: from common religion to ‘religious’ non-religion......Page 186
American public schooling and the travail of religion......Page 189
References......Page 191
Conflict: objectively symbolic writings and dates......Page 194
From conflict to consensus?......Page 196
Consensus? A critical understanding of change......Page 199
References......Page 201
Part V Faith schools......Page 204
Faith and civil society......Page 206
Faith-based community action in the UK and the USA......Page 208
Faith-based community action and social capital......Page 210
Faith schools, communitarianism and social capital......Page 211
Faith schools, religious communitarianism and citizenship......Page 212
References......Page 213
Other sources consulted......Page 215
National value-added datasets......Page 218
Key Stage 3 to GCSE......Page 219
Overall impact of faith schools......Page 220
Impact on different ability groups......Page 221
Impact of faith schools on performance, by LEA......Page 223
Impact on different ability groups......Page 225
Conclusion......Page 226
Notes......Page 227
References......Page 228
Development of citizenship......Page 230
Changes in religious education......Page 232
Social inclusion and faith schools......Page 233
Issues in religious education and citizenship......Page 235
Issues of effectiveness......Page 236
Notes......Page 237
References......Page 238
20 Continuing personal and professional development and faith schools......Page 240
Do faith schools require a different approach to CPPD?......Page 241
Profiling faith communities and their schools......Page 242
Faith schools speaking for themselves......Page 245
The wider educational culture......Page 247
The wider social culture......Page 248
Excavating the culture and identity of the faith school through CPPD......Page 249
What should faith schools speak out about to the wider community?......Page 252
The mission and culture of the faith school......Page 253
Who am I that educates?......Page 254
The school as community......Page 255
An education in faith: religious education and citizenship education......Page 256
Conclusion......Page 257
References......Page 258
21 Faith schools......Page 260
Research and faith schools......Page 262
Mapping current and proposed provision......Page 264
The aims of education and the role of faith schools in the compulsory system......Page 265
The identity, culture and ethos of faith schools......Page 266
Teachers’ stories: who am I that educates? And who am I that leads?......Page 268
The student voice......Page 269
Religious education, spiritual education and the students’ philosophies of life......Page 271
Conclusion......Page 272
References......Page 273
Index......Page 276