Literaturnachweis - Detailanzeige
Autor/in | Merry, Michael S. |
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Titel | The Conundrum of Religious Schools in Twenty-First-Century Europe |
Quelle | In: Comparative Education, 51 (2015) 1, S.133-156 (24 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0305-0068 |
DOI | 10.1080/03050068.2014.935582 |
Schlagwörter | Religious Education; Protestants; Catholic Schools; Educational Quality; Minority Group Students; Disadvantaged; Racial Bias; Selective Admission; School Choice; Parent Attitudes; Decision Making; Criticism; Educational Change; Educational History; School Location; Reputation; Foreign Countries Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Protestantism; Protestantismus; Katholische Schule; Quality of education; Bildungsqualität; Racial discrimination; Rassismus; Bildungsselektion; Choice of school; Schulwahl; Elternverhalten; Decision-making; Entscheidungsfindung; Kritik; Bildungsreform; History of education; Bildungsgeschichte; Schulgelände; Ausland |
Abstract | In this paper Merry examines in detail the continued--and curious--popularity of religious schools in an otherwise "secular" twenty-first century Europe. To do this he considers a number of motivations underwriting the decision to place one's child in a religious school and delineates what are likely the best empirically supported explanations for the continued dominant position of Protestant and Catholic schools. He then argues that institutional racism is an explanatory variable that empirical researchers typically avoid, though it informs both parental assessments of school quality as well as selective mechanisms many mainstream religious schools use to function as domains of exclusion. He then distinguishes between religious schools in a dominant position from those serving disadvantaged minorities and argues that the latter are able to play a crucially important function other schools only rarely provide and hence that vulnerable minorities may have reason to value. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |