
Contents
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Introduction Introduction
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Background Background
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England and Wales England and Wales
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Scotland Scotland
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Northern Ireland Northern Ireland
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Faith schools and community cohesion Faith schools and community cohesion
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Institutionalising parallel lives? Institutionalising parallel lives?
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Teaching, ethos and values Teaching, ethos and values
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Segregation and social networks Segregation and social networks
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Narrowing gaps in educational attainment Narrowing gaps in educational attainment
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The policy challenge of institutionalised religious diversity The policy challenge of institutionalised religious diversity
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The comparative international experience The comparative international experience
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Conclusions Conclusions
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References References
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Nine Faith-based schools: institutionalising parallel lives?
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Published:January 2009
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Abstract
This chapter examines whether faith-based schools contribute to ‘parallel lives’. It begins by describing the provision of state-funded faith-based schooling in the UK and how faith-based schools have been conceptualised within public discourses on cohesion. The chapter then explores the impact of faith-based schools on three key dimensions of social cohesion: the sociospatial segregation; the inculcation of values; and the disparities in educational attainment. By assessing the implication of faith-based schools on the dimensions of social cohesion, the role played by such schools on institutionalising ‘parallel lives’ are illuminated. In addition to discussing the impact of faith-based schools, the chapter also discusses the educational policy challenges related to faith-based schools and provides a summary of issues and policy frameworks in other countries. The chapter ends by recommending that state-funded faith-based schools should be accommodated within a multicultural society; however this requires a greater degree of pragmatism and compromise among faith communities.
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