One size does not fit all: complexity, religion, secularism and education

Davies, Lynn

doi:10.1080/02188791.2013.875647

Cited by 10 publications

(3 citation statements)

References 8 publications

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“…The place of religions in education is contested internationally, being both encouraged and critiqued (Cooling 2010;Chélini-Pont 2011;Russo 2012;Zucca 2013;Davies 2014). In many countries, the number and type of 'faith' schools has increased; in England, more state-maintained schools with a religious ethos have been established under both New Labour (Walford 2008) and the current Coalition government (Wright 2012), often as academies and free schools.…”

Section: Introductionmentioning

confidence: 99%

The classification and framing of religious dialogues in two English schools

Fancourt

2016

British Journal of Religious Education

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This article explores the place of discourse about religions in education by comparing two very different schools. It initially outlines some of the current debates around religious discourse, notably in dialogue. A theoretical frame for analysing religious discourse in schools is proposed, combining a theorisation of three levels of dialogue with both notions of classification and framing, and a distinction between the formal curriculum and the institutional curriculum. Research in 'Flintmead' and 'Headley' is then described: the former an elite Anglican private boarding school, the latter a secular non-selective state day school. The analysis shows how the schools build complex structures across the different dialogical levels, between and within the formal and institutional curriculum, with varying strengths of classification and framing. In particular, similar approaches to religious education sit alongside different discursive structures. The implications of the study for further comparison are discussed, and for understandings of religious dialogue.

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Section: Introductionmentioning

confidence: 99%

The classification and framing of religious dialogues in two English schools

Fancourt

2016

British Journal of Religious Education

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“…59 Students will develop their critical thinking that will help respect other religions as a result of this support for the pesantren. 60 The finding showed that general and vocational public schools and students from public madrasas, which are examples of religiously homogenous schools, both exhibit an identical degree of religious tolerance. The importance of exposing students to religious diversity is supported by this finding.…”

Section: Discussionmentioning

confidence: 99%

STUDENTS’ RELIGIOUS TOLERANCE: Comparing Muslim Students at Public Schools and Pesantren

Mappiasse

Hayadin²

2022

J. Indonesian Islam

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Due to modernization and globalization, Indonesian Muslims today face complicated difficulties related to cultural diversity. The moderation allows Muslims to learn the religion from a variety of sources both inside and outside of school. Religious education is typically taught in public schools, boarding schools, and madrasas. This article aims to identify the religious tolerance among students at public schools and Pesantren. The study also examines the causes of the tolerable inequalities among students in three different school categories by putting the phenomenon in a social and policy context. The Data were collected by distributing survey to 926 students in 2021 in North Sulawesi. According to the findings, Muslim students in public schools and public madrasas are significantly more tolerant than those at Pesantren, and both groups of students are equally tolerant. Our understanding of how educational policies affect Muslim students' religious tolerance outside of Java has been expanded by this surprising finding.

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“…One of the most long-standing debates in education around the world is on the place of religions in schools, including questions of the status of 'faith' schooling, 1 responsiveness to pupils' religiosity, and whether and how religions are to be studied (e.g. Gardner, Lawton, and Cairns 2005;Hunter-Henin 2012;Russo 2012;Davies 2014). This debate is often framed around constitutional questions of formal religious establishment, secularity, and secularisation (e.g.…”

Section: Introductionmentioning

confidence: 99%

Schools and their local religious contexts: building a framework of negotiations through qualitative meta-synthesis

Fancourt

Ipgrave

2019

Research Papers in Education

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In this article, we consider the relationships between schools and their local religious contexts and develop a new empiricallyinformed middle-level theory for analysing these relationships as a complex framework of negotiations. This framework is based on a meta-synthesis of qualitative data from forty-five case-studies of schools in Great Britain and Northern Ireland, which were conducted by researchers at University of Warwick between 2009 and 2015 as part of three major projects. The synthesis design was in three stages. First, two main overarching descriptive nodes were identified, each with two sub-nodes: schoolcomprising school ethos and religious education; local contextcomprising local patterns of belief and pupil religiosity. Second, these four subnodes were paired with each other to form six dyads of negotiation: four illustrated 'direct contextualisation', and two illustrated 'indirect contextualisation'. The data were re-analysed through this six-fold framework. Examples of each dyad are set out, illustrating both straightforward and challenging circumstances. The value of this dyadic framework for negotiation is considered, in relation to research, policy and practice, especially in theorising contextualisation. Finally, we underline the value of qualitative meta-synthesis in theory generation.

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One size does not fit all: complexity, religion, secularism and education

Cited by 10 publications

References 8 publications

The classification and framing of religious dialogues in two English schools

The classification and framing of religious dialogues in two English schools

STUDENTS’ RELIGIOUS TOLERANCE: Comparing Muslim Students at Public Schools and Pesantren

Schools and their local religious contexts: building a framework of negotiations through qualitative meta-synthesis

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