Muslim Schools, Multiculturalism and Community Cohesion in the UK. Learning Lessons from Roman Catholic State Schools in Scotland John Flint [email protected] Introduction. Links between ethnicity and religion and national identity and citizenship Community cohesion in England
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Learning Lessons from Roman Catholic State Schools in Scotland
"[Irish Catholics and their descendents] cannot be assimilated and absorbed into the Scottish race; they remain a people by themselves, segregated by reason of their race, their customs, their traditions and above all their loyalty to their Church and are gradually and inevitably dividing Scotland racially, socially and ecclesiastically"
Church of Scotland Church and Nation Committee (1923)The Menace of the Irish Race to our Scottish Nationality
“Muslim spaces, anchored around mosques, and ‘other’ Islamic institutions are read by some as symbols of insularity and possible sites of insurrection, prompting questions about minority ethnic citizenship, national identity and belonging”
Phillips, D. (2006) ‘Parallel lives? Challenging discourses of British Muslim self-segregation’, Environment and Planning D: Society and Space, 24, 25-40
"...fear of confronting all white and/or all Muslim schools about their contribution, or rather lack of contribution to social and racial integration."
(Ouseley Report on Bradford, 2001)
"Many young people are being educated in faith-based schools, with little appreciation of their wider responsibilities and obligations to British society...we must not allow our recognition of diversity to become apathy in the face of any challenge to our coherence as a nation" (Chief Inspector of Schools in England, 2005).
"Separate educational arrangements, community and voluntary bodies, employment, places of worship, language, social and cultural networks mean that many communities operate on the basis of a series of parallel lives. These lives often do not seem to touch at any point, let alone overlap and promote any meaningful exchanges"
(Community Cohesion Independent Review Team, 2001: para 2.2, emphasis added).