Faith schools and divisiveness is one of the key issues in the faith school debates in both England and Wales and Scotland. In Scotland the faith school debate is focused on Catholic schools. This paper, based on a review of relevant literature and the findings of a series of expert interviews, argues that the complexity of this issue of the divisiveness of faith schools in Scotland can be best understood through the adoption of six categories of divisiveness. These six categories illuminate the debate and raise important questions about the nature and position of Catholic schools in contemporary Scottish society.
IntroductionThis paper examines the issue of Catholic schools in Scotland and divisiveness -in what ways can they be perceived to be divisive? It begins by contextualising the discussion within the, arguably, more sophisticated contemporary debate on faith schooling in England and Wales. I propose that this debate can be distilled into a number of key issues, one of which is faith schools and divisiveness. The article proceeds by adopting and exploring the threefold categorisation of this divisiveness suggested by Halstead and McLaughlin. Next the article applies the key issues to the unique faith school debate in Scotland and reconfigures the key issues, but still inclusive of faith schools and divisiveness. The article briefly discusses the conceptual landscape of the debate in the Scottish context before outlining aspects of the methodology for the research. The findings presented in this article confirm the applicability of the threefold categorisation of Halstead and McLaughlin to the Scottish scene, but add a further three categories that emerged from the research. The article concludes with a brief discussion of these six categories and suggests that the three further categories can also be applied to the faith school debate in England and Wales.