Without prejudice: an exploration of religious diversity, secularism and citizenship in England¹

1. Although references are made to the French and American models of schools, the focus of this paper is on England: education being a devolved policy, there are important differences of approach between England, Scotland and Wales.

(with particular reference to the state funding of Muslim faith schools and multiculturalism)

Abstract

This article aims to explore religious diversity and its implications for schools in England, with particular reference to the state funding of Muslim schools and multiculturalism. Recent demonstrations in France and England against the proposed ban on the wearing of religious symbols such as the Muslim headscarf (hijab) have brought to the fore the centrality of religion in the collective identity of ethnic minorities, particularly those of South Asian origins. This collective identity is now being fractured in the wake of the July 2005 bombings in London. Using a socio‐cultural approach, this article focuses on the implications of the above for secularism and citizenship in England and in particular on the state funding of Muslim faith schools following the Prime Minister, Tony Blair’s, recent statement that the rules of the game are changing. The article concludes that secularism and citizenship in schools are not best served by the state funding of faith schools and suggests some of the ways in which schools can incorporate the wealth and diversity of its diasporic citizens.

Acknowledgement

I am grateful to Professor Patrick Ainley for some critical feedback on an earlier draft of this article.

Notes

1. Although references are made to the French and American models of schools, the focus of this paper is on England: education being a devolved policy, there are important differences of approach between England, Scotland and Wales.