Inclusive secularism in Catalonia: comparing state and church schools

2020 ◽  
Vol 48 (4) ◽  
pp. 276-289
Author(s):  
Joan Vergés-Gifra ◽  
Oriol Ponsatí-Murlà ◽  
Macià Serra ◽  
Mostafa Shaimi
Keyword(s):  
Church Schools

The Impact of Church Schools on Urban Church Life

1991 ◽  
Vol 2 (4) ◽  
pp. 324-335 ◽  
Author(s):  
Leslie J. Francis ◽  
David W. Lankshear
Keyword(s):  
Urban Church ◽  
Church Life ◽  
The Impact ◽  
Church Schools

scholarly journals The comparative triad "state-education-church" in Ukraine and some countries of Western Europe

2014 ◽  
pp. 53-60
Author(s):  
Yaroslav Stockiy
Keyword(s):  
Western Europe ◽  
School Curriculum ◽  
Religious Studies ◽  
Christian Ethics ◽  
European Countries ◽  
State Education ◽  
Elective Course ◽  
Western European ◽  
Church Schools

The urgency of the topic is due to the lack of research on the problem of the school curriculum with regard to the special elective course "Fundamentals of Christian ethics", its curriculum, the professionalism of teachers, the role of students in education, certain religious uniqueness in polyconfessional Ukraine, and comparison with religious studies in public, private or church schools of some Western European countries.

Addressing Difference as Well as Commonality in Leadership Preparation for Faith Schools

2006 ◽  
Vol 10 (1) ◽  
pp. 75-88 ◽  
Author(s):  
John Sullivan
Keyword(s):  
School Leadership ◽  
Leadership Preparation ◽  
Insufficient Attention ◽  
Church School ◽  
Faith Schools ◽  
Church Schools

THIS PAPER ARGUES that, in preparing people for leadership in faith schools, attention should be paid to the differences in their purpose, nature and ethos as well as to what they have in common with all other schools. First, I suggest that leadership is essentially connected to purposes. Then I bring out some of the ways that leadership of faith schools, and more particularly, leadership of church schools, requires priorities and capacities additional to and different from those required in mainstream schools. Third, as an example of the type of separate and specific provision for church school leadership that is needed, there is a brief description of an MA programme which I directed between 1997–2002. Fourth, there is an analysis of some of the tensions and conflicts brought about by the desire of churches to have separate provision of leadership preparation opportunities. Finally, it is suggested that, although there are difficulties that arise when faith schools emphasise their distinctiveness too much, so too there are dangers when insufficient attention is paid to this distinctiveness and when other professional and educational orthodoxies are imposed.

Fighting the Tide: Church Schools in South Buckinghamshire, 1902–44

2019 ◽  
Vol 55 ◽  
pp. 545-560
Author(s):  
Grant Masom
Keyword(s):  
Religious Education ◽  
Population Increase ◽  
School Age Children ◽  
School Age ◽  
Scarce Resources ◽  
Education Act ◽  
Education Authority ◽  
The Impact ◽  
The Church ◽  
Church Schools

In 1902 elementary school provision in Oxford diocese – England's largest – reflected the national picture: 72 per cent were church schools, with total rolls of 54 per cent of school-age children. The bitterly contested 1902 Education Act apparently protected the future of church schools, but in practice its provisions severely undermined them, particularly in growing areas of the country. By 1929, Oxford's assistant bishop reported the schools’ situation as ‘critical’. This article examines the impact on the church schools of one rural deanery in South Buckinghamshire, between the 1902 and 1944 Education Acts. Several schools found themselves under threat of closure, while rapid population increase and a rising school leaving age more than quadrupled the number of school-age children in the area. Closer working with the local education authority and other denominations was one option to optimize scarce resources and protect the Church of England's influence on religious education in day schools: but many churchmen fought to keep church schools open at all costs. This strategy met with limited success: by 1939 the proportion of children in church schools had decreased to 10 per cent, with potential consequences for how religion was taught to the other 90 per cent of children.

scholarly journals Verskillende scenario’s met die oog op privaat-kerkskool, staatsondersteunde en staatskool in ’n veranderende onderwysbedeling

1994 ◽  
Vol 50 (1/2) ◽  
Author(s):  
L. J.S. Steenkamp
Keyword(s):  
South African ◽  
Mother Tongue ◽  
High Standard ◽  
The State ◽  
Community Schools ◽  
Community School ◽  
Supplementary Education ◽  
Attractive Option ◽  
The Church ◽  
Church Schools

Models of education in the new South Africa: Private church schools or state-aided community schools? The Nederduitsch Hervormde Church sees the basis of teaching and education to be a mother-tongue Christian education, culturally directed and of a high standard. Apart from the role of the Church, the state also has a responsibility towards the education of the child. This responsibility cannot be evaded. In the heterogeneous composition of the South African population, community schools are the obvious solution. The state-supported community school is cheaper than private or church schools, and at the same time it gives the state the attractive option of having the parents make a greater financial contribution to these schools. The statesupported community school, moreover, provides a worid-wide recognized model, founded on healthy and accredited educational principles. Nevertheless, very necessary and unavoidable adaption to this model has seriously to be considered by the church, by means of the continued and supplementary education of teachers in their thoughts and their outlook on life.

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