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The voice of minority faith and worldview students in post-primary schools with a Catholic ethos in Ireland.

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Title: The voice of minority faith and worldview students in post-primary schools with a Catholic ethos in Ireland.
Authors: Stapleton, Catherine1 catherine.stapleton@mic.ul.ie
Source: Irish Educational Studies. Dec2020, Vol. 39 Issue 4, p457-474. 18p.
Subject Terms: *Intellectual freedom, *Catholic schools, Cultural hegemony, Human rights, Irish Catholics
Company/Entity: United Nations. Charter
Abstract: This article gives voice to students of minority faith and worldview regarding their lived experiences of attending Irish post-primary schools with a Catholic ethos. The importance of listening to students' voice is supported by Article 12 of the United Nations Charter on the Rights of the Child (1992). The research methodology was qualitative, involving interviews with 18 post-primary students of minority faith or worldview. Gramsci's writings on cultural hegemony were then used as a theoretical lens to understand the emergent themes. The results suggest an operational Catholic hegemony in the participating schools, which is evidenced by Catholic-centric practices. Resultant inequalities exist in the facilitation for minority faith and worldview students to manifest their faith compared with Catholic students. Opting out of religion class is problematic, and the findings raise concerns, as it is evident that students' human right to freedom of thought, conscience and religion is not a reality in their schools (Universal Declaration of Human Rights, Article18, 1948). It appears that a tacit arrangement exists whereby non-Catholic students resign themselves to conforming to Catholic school practices. On the other hand, students expressed positivity about their schools' ethos and wish to be educated together. [ABSTRACT FROM AUTHOR]
Copyright of Irish Educational Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: The voice of minority faith and worldview students in post-primary schools with a Catholic ethos in Ireland.
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  Data: <searchLink fieldCode="JN" term="%22Irish+Educational+Studies%22">Irish Educational Studies</searchLink>. Dec2020, Vol. 39 Issue 4, p457-474. 18p.
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  Data: *<searchLink fieldCode="DE" term="%22Intellectual+freedom%22">Intellectual freedom</searchLink><br />*<searchLink fieldCode="DE" term="%22Catholic+schools%22">Catholic schools</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+hegemony%22">Cultural hegemony</searchLink><br /><searchLink fieldCode="DE" term="%22Human+rights%22">Human rights</searchLink><br /><searchLink fieldCode="DE" term="%22Irish+Catholics%22">Irish Catholics</searchLink>
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  Data: This article gives voice to students of minority faith and worldview regarding their lived experiences of attending Irish post-primary schools with a Catholic ethos. The importance of listening to students' voice is supported by Article 12 of the United Nations Charter on the Rights of the Child (1992). The research methodology was qualitative, involving interviews with 18 post-primary students of minority faith or worldview. Gramsci's writings on cultural hegemony were then used as a theoretical lens to understand the emergent themes. The results suggest an operational Catholic hegemony in the participating schools, which is evidenced by Catholic-centric practices. Resultant inequalities exist in the facilitation for minority faith and worldview students to manifest their faith compared with Catholic students. Opting out of religion class is problematic, and the findings raise concerns, as it is evident that students' human right to freedom of thought, conscience and religion is not a reality in their schools (Universal Declaration of Human Rights, Article18, 1948). It appears that a tacit arrangement exists whereby non-Catholic students resign themselves to conforming to Catholic school practices. On the other hand, students expressed positivity about their schools' ethos and wish to be educated together. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Irish Educational Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/03323315.2019.1697950
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