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This book examines the effects of faith schools on social cohesion
and inter-ethnic relations. Faith schools constitute approximately
one third of all state-maintained schools and two fifths of the
independent schools in England. Nevertheless, they have
historically been, and remain, controversial. In the current social
climate, questions have been raised about the ability of faith
schools to promote Community Cohesion and, included within that,
their ability to promote tolerance. This book explores one aspect
of the debate by examining the effect that faith schools have on
their students' attitudes of tolerance. As well as asking what
differences exist between students in faith and non-faith schools,
it also looks at which aspects of the schools might be affecting
the students and their attitudes towards different minorities. The
book is a must-read for students and researchers in the fields of
education and religious studies, as well as anyone with an interest
in the place of faith schools in a modern multicultural society.
This book examines the effects of faith schools on social cohesion
and inter-ethnic relations. Faith schools constitute approximately
one third of all state-maintained schools and two fifths of the
independent schools in England. Nevertheless, they have
historically been, and remain, controversial. In the current social
climate, questions have been raised about the ability of faith
schools to promote Community Cohesion and, included within that,
their ability to promote tolerance. This book explores one aspect
of the debate by examining the effect that faith schools have on
their students' attitudes of tolerance. As well as asking what
differences exist between students in faith and non-faith schools,
it also looks at which aspects of the schools might be affecting
the students and their attitudes towards different minorities. The
book is a must-read for students and researchers in the fields of
education and religious studies, as well as anyone with an interest
in the place of faith schools in a modern multicultural society.
This book posits that national education systems are enhancing
socioeconomic inequalities in political engagement. While the
democratic ideal is social equality in political engagement, the
authors demonstrate that the English education system is recreating
and enhancing entrenched democratic inequalities. In Europe, the UK
has the strongest correlation between social background and voting
behaviours. Examining the role of the school and the education
system in the potential reproduction of these inequalities, the
authors draw upon the theories of Bourdieu and Bernstein and
compare the English school system to other European countries to
analyse barriers that are put along the way to political
engagement. In times of political disaffection, frustration and
polarisation, it is particularly important to uncover why young
people from disadvantaged backgrounds are less likely to engage
politically, and to help inspire future generations to use their
voice. This timely book will be of interest and value to students
and scholars of educational inequality and political engagement.
This book explores the links between education policy and
occurrences of civil disorder and domestic terrorism in England and
France. Since 2001, both England and France have experienced
outbreaks of rioting in which young people of immigrant origin have
been implicated: both have also been the targets of domestic terror
attacks perpetrated by their own citizens. Both countries have had
similar experiences of immigration since the end of the Second
World War, but they are considered to have taken divergent
approaches to immigrant integration and education. While Britain
has tended towards a multicultural race relations approach, France
veers towards a Republican assimilationist approach. Through the
analysis of policy discourse and documents, the authors seek to
establish whether these distinct approaches to immigrant
integration and education policy have been maintained or whether
they are converging. This book will appeal to students and scholars
of education policy as well as immigration and integration in both
France and England.
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