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Religious diversity : models of inclusion for schools in England
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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.
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Official URL: http://ir.lib.uwo.ca/cie-eci/vol40/iss2/7/
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: |
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| Volume: | Vol.40 | ||||
| Number: | No.2 | ||||
| Page Range: | pp. 93-109 | ||||
| Status: | Peer Reviewed | ||||
| Publication Status: | Published |
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