The character of Controlled schools in Northern Ireland: A complementary perspective to that of Gracie and Brown

L Philip Barnes

doi:10.1177/20569971211008940

Abstract

The aim of this article is to interact with Anita Gracie and Andrew W Brown’s recent account of the historical development and nature of Controlled schools and of religious education in Northern Ireland in this journal. A complementary perspective is used to illustrate how the relationship between the Protestant churches and Controlled schools has evolved, and the bearing this has on how best to describe them. This is followed by a consideration of their claim that the type of education and of religious education practised in Anglican schools in England provide a model for Controlled schools to emulate.

Highlights

In this journal, Anita Gracie and Andrew W Brown (2019: 363), after examining the evidence, concluded that Controlled schools in Northern Ireland, that is, schools that are attended mainly by those from the Protestant community, ‘are . . . quite clearly Christian’
Their (2019: 363) advice is that Controlled schools should develop their religious ethos by emulating the Church of England (Anglican) model of ‘inclusive and impartial’ religious education
An attempt will be made to make sense of what initially appears to be a somewhat confused interpretation of the nature of Controlled schools and of religious education in Northern Ireland, and in this context, to gain a clearer picture of how they should be characterised. This is followed by a consideration of the merits of the type of education and of religious education practised in Anglican schools in England

Summary

Introduction

In this journal, Anita Gracie and Andrew W Brown (2019: 363), after examining the evidence, concluded that Controlled schools in Northern Ireland, that is, schools that are attended mainly by those from the Protestant community, ‘are . . . quite clearly Christian’. An attempt will be made to make sense of what initially appears to be a somewhat confused interpretation of the nature of Controlled schools and of religious education in Northern Ireland (at this stage it ought not to be assumed that the attempt will be successful), and in this context, to gain a clearer picture of how they should be characterised This is followed by a consideration of the merits of the type of education and of religious education practised in Anglican schools in England. The parameters of this response are quite narrowly drawn. Gracie and Brown, in what is the focus of their article, provide a detailed and useful account of the evolution of Controlled (i.e. Controlled by the state) schools, though they underestimate the significance of two developments, an appreciation of which is necessary both for a defensible and fully informed historical narrative and for a proper interpretation of the contemporary debate over the current character and appropriate designation(s) of ‘Controlled’ schools

Objectives

Findings

Conclusion