Schools and Religion do they mix?

29.01.08

Birmingham is celebrated as one of the most diverse cities in Britain, with a vibrant mix of just over a million people including people of African, Afro-Caribbean, Asian, and Chinese ethnicities. The main religions include Christianity, Islam, Buddhism and Judaism.

With approximately 450 schools in the city, faith schools already make up just under a quarter of them with 96 in total. The majority of these are Catholic, followed by Anglican, with Evangelic Christians, Muslim and Jewish schools in the minority.

No wonder recent government proposals to allow local authorities the opportunity to open as many faith schools as they want, have been welcomed by some parents, who want their religious beliefs to be maintained.

Unfortunately, this came as a brick on the plate of some MPs who found it hard to swallow an idea, which they felt could have possible fatal consequences for an increasingly multicultural and religiously diverse Britain.

Some parents echoed the same concern. Jonathan Dewell, a 37-year-old podiatrist and father of two says, “Single faith schools risk promoting an insular society if they do not balance religious beliefs with the needs of the community as a whole. Schools are about education not indoctrination. It should provide a neutral territory promoting understanding and fairness, developing self esteem and providing a learning environment. The lack of differentiation between religion and politics makes them difficult subjects to teach requiring sensitivity and skill. Assigning a faith to a school takes them out of the neutral zone depersonalising the pupils and inferring to the outside world a political/religious viewpoint.” Jonathan maintains however, that religion should still be taught in schools as long as it is on the fundamental components of each religion not on its interpretation. If interpretation is the proverbial fox in the vine does it create an atmosphere ripe for strife among the future zealots of each individual religion? Jonathan goes on to say, “I think people need an identity and a belonging, religion provides this for some. Equally gang culture provides identity and belonging but we wouldn’t allow this in our schools.”

On the other hand Joanne Jacobs, a 41-year-old Health Visitor and also a mother of two believes the outcome can be quite the opposite. She said, “Going to a faith school will in no wise harm children.” As a practicing Christian she points out that they will learn things that will fit them for the Kingdom and when they are old enough they can make their own choice on whether they want to pursue the faith or not. She believes that faith schools should have nothing to hide so as long as they are open about their religious curriculum and practices they will work well. If not and they are closed about what they believe, teach and do – it can be a recipe for disaster. Nevertheless, Joanne likes the idea of a broad education, she says, “I don’t want my children to be cocooned; I want them to experience life and how things work in the real world as one day they will be mixing with people of different cultures and religions.”

The truth is for many parents the choice of where to send their child to school is not simply a question of faith. In the battle between the sacred and the secular, class, culture and race can act as the grey shade that colours the outcome. According to Theologian and Broadcaster Dr Robert Beckford, who hails from Birmingham, “Many people who send their children to faith schools are seeking a particular religious-cultural, socio-political experience. For instance, many Muslims send their children to faith schools because they want them to be nurtured in a supportive cultural environment free from, racism. Likewise many middle class whites opt for faith schools because they feel the quality of education will give their children the best chance to obtain good grades and gain a good university place”.

Beckford makes two key observations. The first is about the racism faced by Muslims, most certainly escalated by the war on Iraq and the 7th July London suicide bombings. Not only do Muslim parents want their children to learn and apply Muslim values, but they also want them to be in a safe and comfortable environment, free from racially motivated contentions. Secondly, Beckford concentrates on Middle class Whites and one is all too familiar and with reports on ‘late in life conversions’ and postcode lottery winnings in order to move their child’s name up on the very long waiting list for faith schools. David Cameron himself commended parents who played the system in order to get their children into the school of their choice, “I think it’s good for parents who want the best for their kids. I don’t blame anyone who tries to get their children into a good school. Most people are doing so because it has ethos and culture. I believe in active citizens.” The fact is Faith schools perform better than secular schools in terms of discipline and academic results. One can easily see the link between the two in a society where all too often, the teacher must first act as a parent and therefore forfeit vital time that should have been spent teaching. There are those who believe the government have so tied the hands of teachers in secular institutions that they are no longer able to perform adequately the job which they set out to do.

“For African Caribbean children, the state system does not work”, believes Beckford, “So faith schools, especially those with an affirming cultural environment are irresistible for African Caribbean parents.” Ironically, most Afro-Caribbean families are from the Evangelical Pentecostal denomination as opposed to the Catholic or Anglican tradition. In a city where there are hardly any Evangelical schools, the Christian faith in its core foundational essentials of the death, burial and resurrection will suffice, despite the denomination. For parents these sorts of reasons are valid in relation to the individual child, but in looking at the wider picture what does the future hold for a community that could very well be systematically divided under the guise of religious beliefs. “Yes, I do think it will encourage division. How could it possibly do anything else? That is in fact exactly what it is designed to do”, believes John Crawshaw, a 36-year-old teacher and Father of two with one on the way. “Muslims go to one school, C of E to another, Jews to yet another. If parents do not want their children to be 'secularised' then fair enough - take them to church on a Sunday, mosque on a Friday and so on. It is strange that as church attendances are dropping, more people want to go to religious schools”. In the end John decided to move to another area in order to get his child into the secular school of his choice.

I myself went to a secular primary school that should not have promoted any religion. The reality was quite different as it could have easily been confused with a multi-faith school. I clearly remember the numerous assemblies that began with the sound of Bob Marley’s ‘One Love’, and with that foundation the headmaster spoke about respect, peace and unity. Christmas and Diwali were celebrated with songs and parties, but not Eid, as the Muslim children celebrated that in their homes. Were my parents pleased with that? Probably not as we were Christians, however, a firm foundation at home meant I knew what I believed and was able to learn and have a healthy respect for what other families believed. Unfortunately, a child should not have to wait until he or she gets into the office before he makes friends with someone of a different religion, race or culture. On the other hand Dewell says: “It is every parent’s right for their child not to be secularised or indoctrinated by other faiths.”

Dr Robert Beckford takes the middle ground in looking back on his own childhood school days, “I went to an inner city comprehensive school that was ethnically and religiously diverse. It was a great experience by accident rather than design. I became friends with people from other faith backgrounds and learned a great deal from them. But on reflection we were all minorities and stuck together because we felt excluded from the mainstream. I’d like my child to have the best of both worlds – a school that takes faith diversity seriously and one that is inclusive. Wherever these values are practiced in either a faith or secular school, I would send my children.”

If it is the aim of some to bring the community back together it is fundamental to not only teach those who are young about social cohesion but to act upon it. It is equally important that one has the right to abide by the principles as laid out by their chosen faith. With more religious groups petitioning for the right to open faith schools and just as many protesting to keep them in the secular realm the parent has a decision to make based on their beliefs and convictions.