scholarly journals Public Funding for Religious Schools: Difficulties and dangers in a pluralistic society

2001 ◽  
Vol 27 (4) ◽  
pp. 577-592 ◽  
Author(s):  
Laura S. Underkuffler
Keyword(s):  
Public Funding ◽  
Religious Schools ◽  
Pluralistic Society

Beyond the assumptions: Religious schools and their influence on students’ social and civic development

2017 ◽  
Vol 22 (1) ◽  
pp. 23-38 ◽  
Author(s):  
Graeme Cross ◽  
Glenda Campbell-Evans ◽  
Jan Gray
Keyword(s):  
Social Cohesion ◽  
Education System ◽  
Public Discourse ◽  
School Experience ◽  
Religious Schools ◽  
Pluralistic Society ◽  
Social Competencies ◽  
The Past ◽  
The Social ◽  
Western Democracies

Are religious schools fit to prepare students with the social competencies required for life in a pluralistic society, or do they offer a sheltered school experience, which deprives them of adequate socialization opportunities? This question has emerged in public discourse in response to the growing presence of religious schools in many western democracies, including Australia, where their growth has been prolific in the past 30 years. In this article, the tensions around the place of religion within Australia’s education system and the adequacy of religious schools to prepare students to contribute to the nation’s social cohesion and pluralistic workplaces are investigated.

Liberalism, Group Rights and the Boundaries of Toleration: The Case of Minority Religious Schools in Ontario

2003 ◽  
Vol 36 (5) ◽  
pp. 975-1003 ◽  
Author(s):  
Linda A. White
Keyword(s):  
Private Education ◽  
Financial Support ◽  
Public Funding ◽  
The State ◽  
Tax Credits ◽  
Policy Recommendations ◽  
Religious Schools ◽  
Liberal Citizenship ◽  
Cultural Schools ◽  
The Right

Drawing on the proliferating literature on multiculturalism, this article provides a theoretical and critical argument in support of public funding for minority cultural schools, as well as a critique of the Ontario Conservative government's proposal in 2001 to extend tax credits to parents who enroll their children in private schools in Ontario. It argues that governments in Canada committed to the idea of multiculturalism have an obligation to promote the maintenance and flourishing of minority cultures through education and financial support. The article first outlines and refutes neutralist liberal arguments against public funding for minority religious and culturally education, and demonstrates what is meant by a right to culture and the attendant duties such rights impose on the state. It then raises and responds to concerns about such cultural pluralist policies and suggests ways to balance group demands for public funding with other values the state wishes to support. It argues that the Ontario government's proposal to provide tax credits for private education without regulation does not respond to concerns about balancing the right to culture and teaching liberal citizenship values, and offers alternative policy recommendations in the conclusion.

scholarly journals Recognition of religious groups in multicultural education

2021 ◽  
Author(s):  
Slavica Stevanovic
Keyword(s):  
Multicultural Education ◽  
Public Space ◽  
Public Funding ◽  
Public Institutions ◽  
Religious Schools ◽  
Religious Groups ◽  
Political Analysis ◽  
Afrocentric Education ◽  
Racist Discourse ◽  
Alternative Spaces

This paper discusses recognition of religious minorities in multicultural education by conducting socio-political analysis of religion as a construct of group identity and a social regulator, and educational secular public space. Current multicultural educational practices are criticized for failing to actively promote social change and create alternative spaces to that of secular Eurocentric education. The paper concludes that the issue of public funding of independent religious schools is a matter of both parents' and individual rights and groups' rights to have their cultural identity recognized and equally treated under the law. Anti-racist discourse and Afrocentric education are introduced as one alternative to hegemonic, mono-centric framework in education that not only recognizes minorities in public institutions but also acknowledges their worth.

scholarly journals The Political Origins of Primary Education Systems: Ideology, Institutions, and Interdenominational Conflict in an Era of Nation-Building

2013 ◽  
Vol 107 (3) ◽  
pp. 505-522 ◽  
Author(s):  
BEN ANSELL ◽  
JOHANNES LINDVALL
Keyword(s):  
Primary Education ◽  
Public Funding ◽  
School Systems ◽  
Partisan Politics ◽  
Religious Schools ◽  
Education Systems ◽  
Public School Systems ◽  
Church Relationships ◽  
Path Dependent ◽  
Dependent State

This paper is concerned with the development of national primary education regimes in Europe, North America, Latin America, Oceania, and Japan between 1870 and 1939. We examine why school systems varied between countries and over time, concentrating on three institutional dimensions: centralization, secularization, and subsidization. There were two paths to centralization: through liberal and social democratic governments in democracies, or through fascist and conservative parties in autocracies. We find that the secularization of public school systems can be explained by path-dependent state-church relationships (countries with established national churches were less likely to have secularized education systems) but also by partisan politics. Finally, we find that the provision of public funding to private providers of education, especially to private religious schools, can be seen as a solution to religious conflict, since such institutions were most common in countries where Catholicism was a significant but not entirely dominant religion.

In Defense of Conditional Funding of Religious Schools

2007 ◽  
Vol 1 (1) ◽  
pp. 382-428 ◽  
Author(s):  
Stephen Macedo
Keyword(s):  
Service Providers ◽  
Public Funding ◽  
Religious Communities ◽  
Religious Schools ◽  
Faith Based ◽  
Social Divisions ◽  
Redistributive Policies ◽  
The Poor ◽  
Faith Based Institutions ◽  
The Cost

The Article defends against various objections, the practice of funding religious schools and other faith-based social service providers, but only on condition that they comply with various public regulations and requirements. Critics of conditional funding—including Moshe Cohen- Eliya—argue that conditional funding is coercive and unfair to poorer religious parents, is often divisive or ineffective, and it threatens the autonomy and integrity of religious communities by putting a price on (or increasing the cost of) some of their religious practices; it would be better simply to prohibit the disfavored educational practices targeted by funding conditionalities. I argue that typical funding conditionalities are not objectionably coercive as long as they are designed to advance defensible public purposes. Unfairness to the poor should be addressed by general redistributive policies. The Article allows that funding conditionalities might undermine religious communities’ integrity, and cause social divisions, but that these concerns are speculative and not an adequate basis for disallowing in advance conditional public funding of faith-based institutions.

scholarly journals Recognition of religious groups in multicultural education

2021 ◽  
Author(s):  
Slavica Stevanovic
Keyword(s):  
Multicultural Education ◽  
Public Space ◽  
Public Funding ◽  
Public Institutions ◽  
Religious Schools ◽  
Religious Groups ◽  
Political Analysis ◽  
Afrocentric Education ◽  
Racist Discourse ◽  
Alternative Spaces

This paper discusses recognition of religious minorities in multicultural education by conducting socio-political analysis of religion as a construct of group identity and a social regulator, and educational secular public space. Current multicultural educational practices are criticized for failing to actively promote social change and create alternative spaces to that of secular Eurocentric education. The paper concludes that the issue of public funding of independent religious schools is a matter of both parents' and individual rights and groups' rights to have their cultural identity recognized and equally treated under the law. Anti-racist discourse and Afrocentric education are introduced as one alternative to hegemonic, mono-centric framework in education that not only recognizes minorities in public institutions but also acknowledges their worth.

Map of Religions of Ukraine

2000 ◽  
pp. 97-99
Author(s):  
Anatolii M. Kolodnyi ◽  
Oleksandr N. Sagan
Keyword(s):  
Community Organizations ◽  
Religious Community ◽  
Religious Schools ◽  
Sunday Schools ◽  
Religious Buildings

Ukraine is a multi-confessional state, where, as of January 1, 2000, 23 543 religious community organizations, monasteries, missions, fraternities, educational establishments belonging to 90 denominations, branches, churches are officially registered. (For comparison, at the beginning of 1991, the following organizations were registered in Ukraine: 9994, 1992 - 12962, 1993 - 15017, 1994 - 14962, 1995 - 16984, 1996 - 18 111, 1997 - 19110, 1998 - 20 406, 1999 - 21 843 organizations). In their property or use, there are over 16 637 religious buildings. Confessions have opened 250 convents, 184 missions, 49 brotherhoods, 121 religious schools, 7,165 Sunday schools and catechesis offices, and 194 periodicals. Religious needs of believers are satisfied by 21 281 priests, of whom 650 are foreigners.

The Role of Muslim Women in Civil Society In Promoting Values and Principles for Building Peace: Action Guide from The Qur’ān

Sains Insani ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 30-36
Author(s):  
Che Amnah Bahari ◽  
Fatimah Abdullah
Keyword(s):  
Civil Society ◽  
Lifelong Learning ◽  
Significant Role ◽  
Textual Analysis ◽  
Muslim Women ◽  
Peace Building ◽  
Analysis Method ◽  
Pluralistic Society ◽  
Women And Children

The whole world, the Muslim in particular has witnessed conflicts in different areas, which have hindered the developmental efforts of the nations concerned. It should be learned that most victims of these conflicts are women and children. This article attempts to elaborate the role of Muslims Women as a crucial segment in civil society in initiating peace building through nurturing process. It maintains that the adoption of the principles and values derived from the Qur’ān and Sunnah of the Prophet is necessary as a process of lifelong learning.  Those identified values constituted the framework of this article and it adopts the textual analysis method.   This article concludes that through the implementation of those values and frameworks for peace building, women as one of the important segments of civil society are able to play significant role towards initiating peace building and promoting peaceful co-existence in pluralistic society. Abstrak: Dunia Islam khususnya telah menyaksikan konflik di pelbagai daerah yang berbeza. Konflik ini telah menghalang usaha kearah pembangunan Kawasan yang berkenaan. Kebanyakan mangsa konflik ini adalah wanita dan kanak-kanak. Artikel ini cuba untuk menghuraikan peranan wanita Islam sebagai segmen penting dalam masyarakat madani dalam membangun proses kedamaian dengan mendidik dan memupuk prinsip dan nilai murni janaan al-Qur’an. Penggunaan prinsip dan nilai yang dikutip dari ayat-ayat Qur'an dan hadis Rasulullah adalah keperluan yang mendesak sebagai wadah bagi proses pembelajaran sepanjang hayat. Nilai-nilai yang dikenal pasti merupakan rangka kerja artikel ini, dan metod yang dirujuk adalah analisis teks. Artikel ini menyimpulkan bahawa melalui pelaksanaan nilai-nilai dan kerangka kerja Islam bagi proses kedamaian, wanita Islam dalam masyarakat madani mampu memainkan peranan penting dalam memulakan pembinaan keamanan dan menggalakkan kehidupan yang harmonis, sejahtera dan saling bantu membantu dalam masyarakat majmuk.

THE CLASSIFICATION OF LAND ACCORDING TO THE DEGREE OF RABBIT INFESTATION IN CENTRAL OTAGO

1987 ◽  
pp. 65-70
Author(s):  
I.G.C. Kerr ◽  
J.M. Williams ◽  
W.D. Ross ◽  
J.M. Pollard
Keyword(s):  
Carrying Capacity ◽  
Mediterranean Climate ◽  
Natural Habitat ◽  
Public Funding ◽  
Soil Survey ◽  
European Rabbit ◽  
Cultural Modification ◽  
Classification Information ◽  
Semi Arid

The European rabbit (Oryctolagus cuniculus) introduced into New Zealand in the 183Os, has consistently flourished in Central Otago, the upper Waitaki, and inland Marlborough, all areas of mediterranean climate. It has proved difficult to manage in these habitats. The 'rabbit problem' is largely confined to 105,000 ha of low producing land mostly in semi arid areas of Central Otago. No field scale modifications of the natural habitat have been successful in limiting rabbit numbers. The costs of control exceed the revenue from the land and continued public funding for control operations appears necessary. A system for classifying land according to the degree of rabbit proneness is described. Soil survey and land classification information for Central Otago is related to the distribution and density of rabbits. This intormation can be used as a basis for defining rabbit carrying capacity and consequent land use constraints and management needs. It is concluded that the natural rabbit carrying capacity of land can be defined by reference to soil survey information and cultural modification to the natural vegetation. Classification of land according to rabbit proneness is proposed as a means of identifying the need for, and allocation of, public funding tor rabbit management. Keywords: Rabbit habitat, rabbit proneness, use of rabbit prone land.

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