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Have a Little Faith - Religion, Democracy, and the American Public School (Paperback)
Loot Price: R729
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Have a Little Faith - Religion, Democracy, and the American Public School (Paperback)
Series: History and Philosophy of Education
Expected to ship within 12 - 17 working days
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It isn't just in recent arguments over the teaching of intelligent
design or reciting the pledge of allegiance that religion and
education have butted heads: since their beginnings nearly two
centuries ago, public schools have been embroiled in heated
controversies over religion's place in the education system of a
pluralistic nation. In this book, Benjamin Justice and Colin
Macleod take up this rich and significant history of conflict with
renewed clarity and astonishing breadth. Moving from the American
Revolution to the present from the common schools of the nineteenth
century to the charter schools of the twenty-first they offer one
of the most comprehensive assessments of religion and education in
America that has ever been published. From Bible readings and
school prayer to teaching evolution and cultivating religious
tolerance, Justice and Macleod consider the key issues and colorful
characters that have shaped the way American schools have attempted
to negotiate religious pluralism in a politically legitimate
fashion. While schools and educational policies have not always
advanced tolerance and understanding, Justice and Macleod point to
the many efforts Americans have made to find a place for religion
in public schools that both acknowledges the importance of faith to
so many citizens and respects democratic ideals that insist upon a
reasonable separation of church and state. Finally, they apply the
lessons of history and political philosophy to an analysis of three
critical areas of religious controversy in public education today:
student-led religious observances in extracurricular activities,
the tensions between freedom of expression and the need for
inclusive environments, and the shift from democratic control of
schools to loosely regulated charter and voucher programs.
Altogether Justice and Macleod show how the interpretation of
educational history through the lens of contemporary democratic
theory offers both a richer understanding of past disputes and new
ways of addressing contemporary challenges.
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