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Faith in the public realmControversies, policies and practices$
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Adam Dinham, Robert Furbey, and Vivien Lowndes

Print publication date: 2009

Print ISBN-13: 9781847420305

Published to Policy Press Scholarship Online: March 2012

DOI: 10.1332/policypress/9781847420305.001.0001

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PRINTED FROM POLICY PRESS SCHOLARSHIP ONLINE (www.policypress.universitypressscholarship.com). (c) Copyright Policy Press, 2022. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in PPSO for personal use.date: 26 June 2022

Faith-based schools: institutionalising parallel lives?

Faith-based schools: institutionalising parallel lives?

(p.163) Nine Faith-based schools: institutionalising parallel lives?
Faith in the public realm

John Flint

Policy Press

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.

Keywords:   faith-based schools, parallel lives, state-funded faith-based schooling, social cohesion, sociospatial segregation, inculcation of values, disparities in education, educational policy challenges

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