Politics and Religion: Identifying the Correlates of Support for Merging the Public and Separate School Systems in Ontario

Autor/inn/en	Davidson, Adrienne; Lucas, Jack; McGregor, Michael
Titel	Politics and Religion: Identifying the Correlates of Support for Merging the Public and Separate School Systems in Ontario
Quelle	In: Canadian Journal of Education, 43 (2020) 1, S.229-257 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-5979
Schlagwörter	Foreign Countries; Organizational Change; Consolidated Schools; Educational Change; Religious Education; Public Opinion; Catholics; Politics of Education; Political Attitudes; Public Support; Canada + Suchen Sie Ihr Suchwort? Ausland; Organisationswandel; Consolidated school; Mittelpunktschule; Zentralschule; Bildungsreform; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Öffentliche Meinung; Katholik; Educational policy; Bildungspolitik; Political attitude; Politische Einstellung; Öffentliche Förderung; Öffentliche Trägerschaft; Kanada
Abstract	This article explores the factors associated with support for a merger of Ontario's two publicly funded school systems (secular and Catholic). Drawing upon survey data from over 2,000 Ontarians, it investigates the sociodemographic and attitudinal correlates of opinions toward school system reform. We find evidence that both political attitudes and religious identities are associated with school system attitudes, but that religious identity--specifically Catholicism--has a much more powerful impact. Our findings suggest that coalitions of support and opposition to a school system merger in Ontario are complex and not driven by a single obvious cleavage. (As Provided).
Anmerkungen	Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: https://cje-rce.ca/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01