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Christian Privilege and Oppression in Canadian Public Schools

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Christian Privilege and Oppression in Canadian Public Schools University of Calgary PRISM: University of Calgary's Digital Repository Graduate Studies The Vault: Electronic Theses and Dissertations 2017 Christian Privilege and Oppression in Canadian Public Schools Knowler, Stephanie Knowler, S. (2017). Christian Privilege and Oppression in Canadian Public Schools (Unpublished master's thesis). University of Calgary, Calgary, AB. doi:10.11575/PRISM/25325 http://hdl.handle.net/11023/3661 master thesis University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. Downloaded from PRISM: https://prism.ucalgary.ca UNIVERSITY OF CALGARY Christian Privilege and Oppression in Canadian Public Schools by Stephanie Knowler A THESIS SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS GRADUATE DIVISION OF EDUCATIONAL RESEARCH CALGARY, ALBERTA FEBRUARY, 2017 © Stephanie Knowler 2017 Abstract There is evidence that the Christian religion has privilege in Canadian public schools. This is problematic in a multicultural country where people of various faiths reside. This research ex- plores the manner in which Christian privilege exists and promotes a certain message in public schools. Thirty-two individuals were interviewed, including students, parents, educators and ad- ministrators in an effort to access many experiences. Using thematic analysis, specific themes emerged and were examined and categorized. Findings support that there is a place for religion in public schools, but not when it marginalizes or inflicts specific beliefs onto anyone, particular- ly students. Instead, teaching about religion from a non-biased perspective should be included as meaningful and purposeful instruction. A multicultural model of education is proposed in order to create safe schools grounded on inclusion, and offer meaningful instruction where many world views are embraced, challenged and celebrated in order to create informed global citizens. KEY WORDS: Christian privilege, hegemony, religion and education, teaching about religion, multiculturalism, global citizenship ii Acknowledgements This project would not have been completed without the help of many people, including: 1. My very patient advisor, Darren Lund. He encouraged me to embark into the world of Aca- demia, and here I am many years later... 2. My understanding and supportive husband, Mark, for putting up with me and all the time I spend researching, reading, writing and teaching; what can I say? I love school! 3. My children: Cohen, Quincy & Stella, for inspiring me to push through and finish this work! 4. My friends and family for humoring me by listening to me, reading my work, and critiquing my writing. iii Dedication For all the wine and candy that went into this writing: FAREWELL! It’s time to get healthy again! iv Table of Contents Abstract .......................................................................................................................................... ii Acknowledgements ...................................................................................................................... iii Dedication ..................................................................................................................................... iv Table of Contents ........................................................................................................................... v Chapter 1: Introduction to the Topic & Theoretical Framework ........................................... 1 1.1 Background .................................................................................................................. 1 1.2 Definitions .................................................................................................................... 5 1.3 Assumptions ................................................................................................................. 8 1.4 Theoretical Framework: Critical Theory ..................................................................... 9 Chapter 2: Review of the Literature ........................................................................................ 13 2.1 Introduction ................................................................................................................ 13 2.2 A Review of Current Research .................................................................................. 13 2.3 An Overview of Religion in Canadian Public Schools .............................................. 24 2.4 A History of the Role of Religion in Canada ............................................................. 32 2.5 Canada as a Multicultural Country ............................................................................ 44 Chapter 3: Methodology ............................................................................................................ 50 3.1 Background ................................................................................................................ 50 3.2 Accessing the Setting ................................................................................................. 51 3.3 Understanding the Language and Culture (and Religion) of the Respondents .......... 52 3.4 Deciding How to Present Oneself .............................................................................. 53 3.5 Locating an Informant ................................................................................................ 53 3.6 Gaining Trust & Establishing Rapport ...................................................................... 53 3.7 Collecting Empirical Material .................................................................................... 55 3.8 Analyzing & Interpreting Empirical Data .................................................................. 55 3.9 Concerns and Considerations ..................................................................................... 57 Chapter 4: Findings ................................................................................................................... 59 4.1 Justification ................................................................................................................ 59 4.2 The Teachers .............................................................................................................. 60 4.2.1 Teachers Responses: Religion in the Classroom ........................................ 61 4.2.2 Teachers Perspectives on Religious Privilege ............................................ 65 v 4.2.3 Inclusion and Religion ................................................................................ 69 4.3 The Parent Perspective ............................................................................................... 70 4.3.1 Should Children Be Learning About Religion in Schools? ........................ 78 4.3.2 A Different Perspective: A Private Religious Education ............................ 80 4.3.3 Christian Privilege: Catholic Schools ......................................................... 82 4.3.4 Parental Perspectives: A Loss of Privilege? ............................................... 83 4.4 The Students ............................................................................................................... 84 4.4.1 Conversations Around Religion: Celebrations and Holidays ..................... 85 4.4.2 Students Perspectives: Should Children Learn About Other Religions? .... 85 4.5 The Administrators .................................................................................................... 87 4.5.1 Christmas, Celebrations and Public Schools .............................................. 88 4.5.2 More Perspectives on Christian Privilege ................................................... 94 4.5.3 Religion and Inclusion .............................................................................. 102 4.6 Other Emerging Themes: Parent Voice and Power ................................................. 107 4.7 Conclusion ............................................................................................................... 108 Chapter 5: Analysis ................................................................................................................. 110 5.1 Implications .............................................................................................................. 111 5.1.1 Implications for the Education Profession ................................................ 114 5.1.2 Implications for Parents ............................................................................ 118 5.1.3 Implications for Students .......................................................................... 119 5.2 Other Emerging Themes .......................................................................................... 120 5.2.1 Christmas and Other Celebrations in Canada ........................................... 121 5.2.2 Samaritan’s Purse and Operation Christmas Child in Public Schools ...... 122 Chapter 6: Conclusion ............................................................................................................. 125 6.1 Limitations ............................................................................................................... 126
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