Fundamental Rites? Religion, State, Education and the Invention of Sacred Heritage in post-Christian Britain and pre-War Japan

Bocking, Brian

doi:10.1006/reli.1995.0021

Cited by 3 publications

(2 citation statements)

References 5 publications

(1 reference statement)

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“…. [to] undergo a decade and more of group socialization’ (Bocking 1995, 227). They also have a clear social control function: formal education tends to legitimate aspects of the status quo, and permit the exercise of freedom and choice only within relatively strict bounds (Lewis 2003; Middleton 1998).…”

Section: Within School Boundariesmentioning

confidence: 99%

Social Geographies of Education: Looking Within, and Beyond, School Boundaries

2008

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Schools have received less attention from geographers than institutions such as the clinic and the hospital – despite the fact that, for most people, encounters with sites of medicine are rarer than encounters with sites of education. Indeed, schools are central to the geographies of children and young people, and to the organization of much family life. Moreover, they play a central role in shaping social identities. In this article, we provide an introduction to, and review of, the literature that takes seriously the sociospatial dimensions of schooling. Our discussion is organized around two central themes: first, the organization of school space, and the ways in which it is implicated in issues of power, and the reproduction of preferred identities; second, the linkages between schools and broader communities, and what these tell us about the values and aspirations attached to schooling. In both respects, we suggest, schools are places of considerable social and political significance.

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Section: Within School Boundariesmentioning

confidence: 99%

Social Geographies of Education: Looking Within, and Beyond, School Boundaries

2008

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“…The content, purpose and methods of public education are matters of widespread interest. Public schools have been characterized as ‘the primary institutional means of reproducing community and national identity for succeeding generations’ (Hunter 1991, 198), in part because they are places in which most children ‘are compelled … [to] undergo a decade and more of group socialization’ (Bocking 1995, 227). Since at least the mid‐nineteenth century, they have been seen as vital tools for instilling shared values, and a common identity, in children from diverse backgrounds.…”

Section: Introductionmentioning

confidence: 99%

Culture, religion and curriculum: lessons from the ‘three books’ controversy in Surrey, BC

Collins

2006

Canadian Geographies / Géographies canadiennes

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This article considers the spatial, cultural, and legal dimensions of the controversy surrounding the Surrey School Board's religiously motivated refusal to approve three books portraying families with same-sex parents. It examines the issue in terms of debates over the public/private distinction, and the notion of a 'culture war' between progressive and orthodox stakeholders. The polarized opinions advanced in such debates not only invoke and rely upon particular understandings of space, they also have ramifications for the organization of the public sphere, and services such as public education in particular. This article focuses on the three decisions handed down in the Surrey case, culminating in the Supreme Court of Canada's ruling that religious concerns have a place in public decision making, but not to the exclusion of other considerations. This decision signals that the religious opinions of some parents may shape the public school curriculum, and thus the instruction of all pupils. In this respect, it poses a serious challenge to liberal visions of secular public education, and to a secular public sphere more generally.Cet article prend en considération les dimensions spatiales, culturelles et légales de la controverse provoquée par la décision de la commission scolaire de Surrey de retirer pour des motifs religieux trois ouvrages qui présentent des familles homoparentales. Il aborde la question sous l'angle des débats sur la distinction public/privé et d'une guerre culturelle qui opposerait les intérêts progressifs et orthodoxes. Dans ces débats, les opinions se sont polarisées non seulement en faveur de conceptions particulières de l'espace, mais ont aussi eu des incidences sur la structuration de l'espace publique et des services comme l'éducation publique. Cet article porte sur les trois décisions rendues dans l'affaire Surrey et sur le jugement de la Cour suprême du Canada selon lequel la religion peut prendre sa place dans les processus publics de prise de décisions, mais non sans tenir compte d'autres considérations. Cette décision laisse entrevoir que les opinions en matière de religion de certains parents pourraient modifier les programmes scolaires de même que l'enseignement dispenséà l'ensemble desétudiants. Elle s'oppose de la sorteà la vision libérale de l'instruction publique laïque, et globalementà la sphère publique laïque.

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The Borders between Religions: A Challenge to the World Religions Approach to Religious Education

Geaves¹

1998

British Journal of Religious Education

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Fundamental Rites? Religion, State, Education and the Invention of Sacred Heritage in post-Christian Britain and pre-War Japan

Cited by 3 publications

References 5 publications

Social Geographies of Education: Looking Within, and Beyond, School Boundaries

Social Geographies of Education: Looking Within, and Beyond, School Boundaries

Culture, religion and curriculum: lessons from the ‘three books’ controversy in Surrey, BC

The Borders between Religions: A Challenge to the World Religions Approach to Religious Education

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