Skip to content Skip to navigation
University of Warwick
  • Study
  • |
  • Research
  • |
  • Business
  • |
  • Alumni
  • |
  • News
  • |
  • About

University of Warwick
Publications service & WRAP

Highlight your research

  • WRAP
    • Home
    • Search WRAP
    • Browse by Warwick Author
    • Browse WRAP by Year
    • Browse WRAP by Subject
    • Browse WRAP by Department
    • Browse WRAP by Funder
    • Browse Theses by Department
  • Publications Service
    • Home
    • Search Publications Service
    • Browse by Warwick Author
    • Browse Publications service by Year
    • Browse Publications service by Subject
    • Browse Publications service by Department
    • Browse Publications service by Funder
  • Help & Advice
University of Warwick

The Library

  • Login
  • Admin

Religious diversity : models of inclusion for schools in England

Tools
- Tools
+ Tools

Ipgrave, Julia (2011) Religious diversity : models of inclusion for schools in England. Canadian and International Education, Vol.40 (No.2). pp. 93-109. ISSN 0315-1409.

Research output not available from this repository.

Request-a-Copy directly from author or use local Library Get it For Me service.

Official URL: http://ir.lib.uwo.ca/cie-eci/vol40/iss2/7/

Request Changes to record.

Abstract

This paper discusses two educational and religious incidents featured in the British press in recent few years. The first refers to a pupil who took her school to court claiming she had been excluded from school for wearing the jilbab (full length coat-like garment). The second incident relates to the issue raised by Michael Reiss as to whether when questions of Creationism and intelligent design are raised by pupils in science lessons, it would be appropriate for the science teacher to discuss them with those pupils rather than dismiss Creationism.
In Britain, Asian and white British youth often live ‘parallel lives’ and this has serious implications for the cohesion of British society. Siddiqui (2007) raised the issue of the segregation of communities and made a strong case for inclusion that begins with the academic but has implications for the communal and social domains. This paper suggests that there is a possibility for a peaceful coexistence of different epistemologies supported by incidental reference as well as by structured comparison. The school is a place where a pupil should have a sense of belonging, where they can ‘tap their faith performatively’ both to develop their own learning and to contribute to the learning of others.

Item Type: Journal Article
Divisions: Faculty of Social Sciences > Institute of Education ( -2013)
Journal or Publication Title: Canadian and International Education
Publisher: Comparative and International Education Society of Canada
ISSN: 0315-1409
Official Date: 2011
Dates:
DateEvent
2011Published
Volume: Vol.40
Number: No.2
Page Range: pp. 93-109
Status: Peer Reviewed
Publication Status: Published

Request changes or add full text files to a record

Repository staff actions (login required)

View Item View Item
twitter

Email us: wrap@warwick.ac.uk
Contact Details
About Us