Religious Education in French Private Schools: Categories, Conflations, and Inequities

Autor/in	Ferrara, Carol
Titel	Religious Education in French Private Schools: Categories, Conflations, and Inequities
Quelle	In: British Journal of Religious Education, 45 (2023) 2, S.86-99 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-6200
DOI	10.1080/01416200.2022.2131735
Schlagwörter	Christianity; Religious Education; Catholic Schools; Islam; Religious Schools; Muslims; Islamic Culture; Ethnography; Foreign Countries; Political Attitudes; Intergroup Relations; Private Schools; Administrative Organization; Governance; Comparative Analysis; Teaching Methods; Cultural Influences; Institutional Autonomy; Barriers; Social Discrimination; France + Suchen Sie Ihr Suchwort? Christentum; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Katholische Schule; Muslim; Muslimin; Islam; Kultur; Ethnografie; Ausland; Political attitude; Politische Einstellung; Intergruppenbeziehungen; Private school; Privatschule; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural influence; Kultureinfluss; Institutionelle Autonomie; Soziale Benachteiligung; Soziale Schließung; Frankreich
Abstract	France's secular political culture, Catholic heritage, and tumultuous relationship with Islam have had a significant impact on 21st-century interpretations, perceptions, and politicisations of religious education in French society. Since religious education is relegated to the French private school system, it is decentralised, complex, and vastly plural -- especially compared to France's hyper-centralised public education. Religious education's plurality and decentralisation have deepened with the recent expansion of Muslim and independent schooling. This article offers a comparative analysis of the variety of interpretations and manifestations of religious education across France's private education system. Drawing upon extensive ethnographic fieldwork carried out in more than fifteen French private Muslim, Catholic, and secular schools intermittently from 2012 to 2020, I illustrate how Catholic school actors and supposedly 'secular' school actors imparting Christian culture can operate with significantly more freedom than their Muslim school counterparts. Despite significant variation in approaches to religious education across the system, religious education in Muslim schools is quite parallel to other schooling communities. Nonetheless, Muslim school actors face disproportionate barriers to equitable treatment. This discrimination is facilitated by the complexities and ambiguities of RE and is representative of efforts to restrict the imparting of Muslim culture(s) to youth in French schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01