| Description |
1 online resource |
| Contents |
Intro; Preface; Acknowledgements; Contents; About the Author; List of Figures; List of Tables; 1: Introduction; 1.1 Introduction; 1.2 Faith Schools and Their Effect on Tolerance; 1.3 A Note on Terminology; 1.4 The Increasing Debate Over Faith Schools; 1.5 A Brief Overview of This Book; Bibliography; 2: Understanding Tolerance; 2.1 Introduction; 2.2 Defining Tolerance; 2.2.1 Introduction; 2.2.2 A Provisional Definition of Tolerance; 2.2.3 Component 1: Dislike and Disapproval; 2.2.4 Component 2: Constraint and Behaviour; 2.2.5 Opposing Tolerance |
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2.2.6 Tolerance and Education Policy2.3 The Origin of Tolerance; 2.3.1 Sociobiology; 2.3.2 The Cognitive Dimension: Stereotypes; 2.3.3 Tolerance and Prejudice: The Individual Dimension; 2.3.4 Adorno and the Authoritarian Personality; 2.3.5 Tolerance and Prejudice: The Contribution of the Social; 2.3.6 Realistic Group Conflict Theory (RCT); 2.3.7 Social Identity Theory (SIT); 2.3.7.1 Inter-group Continuum; 2.3.7.2 Changing the Evaluation; 2.3.7.3 Employing the Strategy of Social Competition; 2.3.8 Summary; 2.4 Tolerance, Religions and Faith; 2.4.1 Theology and Tolerance |
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2.5 Education and Tolerance2.5.1 Why and How Does Education Affect Tolerance?; 2.5.2 Cognitive Sophistication; 2.5.3 Socialisation; 2.5.3.1 Indirectly: Personality; 2.5.3.2 Directly: Through the Curriculum; 2.5.4 Contact; 2.6 Faith Schools and Tolerance; 2.6.1 The Theoretical Approach; 2.6.1.1 The Segregation Argument; 2.6.1.2 Indoctrination or Cultural Coherence?; 2.6.2 The Exploratory Approach; 2.6.2.1 The School; 2.6.2.2 The Students; 2.7 Summary of Theoretical Approaches; 2.8 This Study's Methodology; 2.8.1 Collecting Data on Tolerance and School Influences |
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2.8.2 The Selection of SchoolsBibliography; 3: The School; 3.1 Introduction; 3.2 School Themes; 3.2.1 Contact; 3.2.2 Socialisation; 3.2.3 Cognitive Sophistication; 3.2.4 The Religious Identity; 3.3 The Roman Catholic Independent School; 3.3.1 Contact; 3.3.2 Socialisation; 3.3.3 Cognitive Sophistication; 3.3.4 The Religious Identity; 3.3.5 RCI School Summary; 3.4 The Roman Catholic State School; 3.4.1 Contact; 3.4.2 Socialisation; 3.4.3 Cognitive Sophistication; 3.4.4 Religious Identity; 3.4.5 RCS School Summary; 3.5 The Evangelical Christian School; 3.5.1 Contact |
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3.5.2 Socialisation3.5.3 Cognitive Sophistication; 3.5.4 Religious Identity; 3.5.5 ECI School Summary; 3.6 The Muslim School; 3.6.1 Contact; 3.6.2 Socialisation; 3.6.3 Cognitive Sophistication; 3.6.4 The Religious Identity; 3.6.5 MI School Summary; 3.7 The Non-faith Independent School; 3.7.1 Contact; 3.7.2 Socialisation; 3.7.3 Cognitive Sophistication; 3.7.4 NFI School Summary; 3.8 The Non-faith State School; 3.8.1 Contact; 3.8.2 Socialisation; 3.8.3 Cognitive Sophistication; 3.8.4 NFS School Summary; 3.9 Provisional Hypotheses; 3.9.1 Contact; 3.9.2 Socialisation |
| Summary |
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. Helen Everett was, at the time of her death, a Research Manager at the National Foundation for Educational Research. She had taught Science in a variety of English schools before doing her PhD at the UCL Institute of Education, UK, funded by an ESRC award. Jan Germen Janmaat is Reader in Comparative Social Science at UCL Institute of Education, UK. His research focuses on the socio-cultural outcomes of education. He is co-editor of The Dynamics and Social Outcomes of Education Systems. Edward Vickers is Professor of Comparative Education at Kyushu University, Japan. A specialist in the history and politics of education in contemporary East Asia, he is co-author (with Zeng Xiaodong) of Education and Society in Post-Mao China. Henry Everett is the Vicar of St Mary Magdalene and St Peter, Paddington, and is co-author (with Paul Bradshaw and Colin Buchanan) of Coronations Past, Present and Future. He is currently writing on Christian and Muslim shrines. He was married to Helen for 26 years |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Vendor-supplied metadata |
| Subject |
Toleration -- Religious aspects.
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Church schools.
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BODY, MIND & SPIRIT -- Gaia & Earth Energies.
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RELIGION -- Christianity -- General.
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Church schools
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Toleration -- Religious aspects
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| Genre/Form |
History
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| Form |
Electronic book
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| Author |
Janmaat, Jan Germen, editor.
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Vickers, Edward, editor
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Everett, Henry, editor
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| ISBN |
9783319695662 |
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3319695665 |
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