Profound changes in society, government policy and the political landscape, as well as cataclysmic events such as 9/11, have greatly altered perceptions of faith schools and their existence now causes more controversy than ever.
Taking a reflective practice approach, this study by people working within faith schools and colleges explores the new hot issues surrounding the subject in a sophisticated way. Looking at the supposed secularisation of the West, the nature of the multi-cultural and multi-faith society, the role of women, the spiritual development of children and most of all, the form that the tolerance of religious diversity should take in liberal societies, this book encourages readers to re-examine their assumptions and to consider faith schools as a part of the future of the English schooling system, within a multi-cultural society.
This book was previously published as a special issue of The International Journal of Children's Spirituality.
Table of Contents
Part A: An Argument. The English Public Space: Developing Spirituality in English Muslim Schools. Against Faith Schools: A Philosophical Argument for Children’s Rights. Part B: Using Reflection to Find One’s Self and the Big Picture. Reflecting on and Talking about Private Lives and Professional Consequences. Moral Imperatives, Professional Interventions and Resilience, and Educational Action: The Souls of Children Admidst the Horror of War. Expressing the Tradition in a Historical Context. The Birth of a Faith School in the Post-Dearing Era. A Tale of Two Cultures: Reflections on a Dialogical Study of a Jewish and a Catholic School. Interview with Helen Johnson. Using Reflective Practice to Explore the Origins and Consequences of Cultural and Faith Perspectives. Part C: Lessons from the International Scene and Guesses about the Future. Brief Historical Survey: The Need to Recognise Old Wine in New Bottles - The Structural Roots of Voluntarism and Difference in the English Schooling System. The Dialectic of Australian Catholic Education
Helen Johnson, Reader in Education, Kingston University, United Kingdom.