Abstract
This chapter discusses and summarises the study’s main findings, addresses its limitations and its potential impact and offers some suggestions for further research. In terms of findings, it highlights there is no evidence to support the claim that faith schools, as a group, are detrimental to their students’ tolerance of diversity. Nor is there any evidence that the attitudes of tolerance held by students in faith schools, when considered as a group, are different from their counterparts in non-faith schools. In general the students in all the schools are equally tolerant towards a range of different groups. In terms of impact, it notes the study was able to identify three aspects of faith schools which are potentially problematic for tolerance: impaired levels of cognitive sophistication, the formation of the religious identity, and low levels of inter-faith contact. Schools and teachers are therefore called upon to address these matters if they are serious about fostering inter-faith tolerance.
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- 1.
See for example Race (2011) for a discussion of multiculturalism.
- 2.
Matt 22.21 where Jesus is reported as saying in response to a question on the payment of taxes ‘render unto Caesar what is Caesar’s and unto God what is God’s’.
- 3.
Informal discussion with Liz Wolverson, Director of Schools Support, London Diocesan Board for Schools, June 2011.
- 4.
Ibid.
- 5.
- 6.
See, for example Taking Leave of God (Cupitt 1980) and http://www.doncupitt.com/doncupitt.html
- 7.
- 8.
Informal conversation with Head of MI school.
- 9.
Lesson observation (MI).
- 10.
Interview with Head of CT(RCI).
- 11.
‘Jesus Camp’ Heidi Ewing and Rachel Grady, 2007, ICA Films, UK.
- 12.
The community code of conduct which reflects the beliefs of the community and controls most aspects of Old Order life (Johnson-Weiner 2007).
- 13.
The use of the terms ‘perception’ and ‘perceived threat’ does not imply any judgement on whether these threats are real; the important aspect of this discussion is whether the group themselves felt that this was the case – not whether it was the ‘true’ situation.
- 14.
Nick (ECI).
- 15.
Head Teacher (MI).
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Janmaat, J.G., Vickers, E., Everett, H. (2018). Discussion. In: Janmaat, J., Vickers, E., Everett, H. (eds) Faith Schools, Tolerance and Diversity. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-69566-2_7
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