Includes bibliographical references (p. -262) and index.
Part I: An intellectual framework to support a civic conversation about faith schools in plural societies-- 1. A key question for civic society: Which types of school contribute most effectively to an enabling pluralism?-- 2. How do plural societies currently assess the place of faith schools in their education systems?-- 3. Can plural societies sustain a common schooling for all?-- 4. Does faith have a place in the schools of civic societies?-- 5. Can school cultures provide the key to answering disputed questions about education in civic society?-- Part II: Conducting a principled and evidence-based conversation about faith schools in plural societies-- 6. Towards developing procedures and protocols for a civic conversation-- 7. Towards developing a common form of audit procedure across all faith schools with emphasis given to the student voice-- 8. The value of empirial studies in civic conversations about faith schools-- 9. Towards a reassessment of faith school cultures in civic societies through a principled and evidence-based conversation-- Part III: Putting practice into policy: Profiling faith schools-- 10. Four faith schools and their cultures-- 11. The student voice and its significance in the study of school cultures-- 12. What can civic society learn from a school profiles' database?-- 13. Practice informing policy: Ways of deciding which types of school contribute most effectively to enabling plutal societies?
(source: Nielsen Book Data)
This is an engaging and insightful monograph that examines the fit between personal, spiritual and academic goals in contemporary educational experience and individual school cultures. Do faith schools have a place in a plural society? Which types of school contribute most effectively to a plural society? This fascinating monograph seeks to answer these questions and more by exploring the fit between personal, spiritual and academic goals in contemporary educational experience and individual school cultures. Jo Cairns, a well-respected authority on faith schools, argues that educational ideology in plural societies has to find a way of recognizing and responding to the 'predicament' of pluralism as it is experienced by individuals and communities. This provocative and challenging book will undoubtedly stimulate debate among educationists across the world. (source: Nielsen Book Data)