Abstract
Public policy questions such as public funding for Catholic schools, the extent of government involvement in private education, and church-state relations in general are not unique to the United States. This article discusses Catholic education in Scotland, which a view to explaining the ongoing need for cooperation and goodwill in church-state relations concerning schools.
Highlights
The status of faith schools situated within secular, state-funded educational systems continues to excite strong and contrasting opinions from a wide range of social, religious, and cultural commentators throughout the United Kingdom and beyond (Judge, 2001)
An examination of the detailed negotiations that gave rise to the Religious Education 5-14 Roman Catholic Schools (Scottish Office Education Department, 1993) in the early 1990s reveals, we argue, several important levels of communication which stretch well beyond the formal, institutional structures of Church-state consultation as these are expressed in both statute and established civil service procedures
The Catholic Church has the exclusive responsibility for the content of religious education in its schools in Scotland, these schools operate within the national educational system, and every decision made regarding schools in Scotland affects them directly
Summary
The status of faith schools situated within secular, state-funded educational systems continues to excite strong and contrasting opinions from a wide range of social, religious, and cultural commentators throughout the United Kingdom and beyond (Judge, 2001). While much recent work has been done on the philosophical and ideological controversies surrounding faith-based schools and the legitimacy of their claims on state sponsorship (Conroy, 2003), much less attention has been paid to the institutional relationships on which the links between state authorities and religious organizations responsible for the promotion and protection of faith-based schools depend Neglect of this area of study impedes a full understanding of the processes of policy formation by which a range of religious bodies— most especially the Christian churches—arrive at meaningful and enduring accommodations with secular authorities in order to safeguard the interests of their schools within non-religious educational systems. This episode is part of a longer history of Church-state relations in Scottish
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