Right to Divide? Faith Schools and Community Cohesion A Runnymede Report by Rob Berkeley with research by Savita Vij RUNNYMEDE REPORTS Acknowledgements The Runnymede Trust would like to thank the colleagues and organi- zations whose support made this research process possible. These Biographical details include: Dr Rob Berkeley is Deputy Black and Equality Merseyside Network Director of the Runnymede Blackburn Cathedral Trust. Learning Trust, Hackney Leicester City Council Dr Savita Vij is a London Borough of Brent Runnymede Research London Borough of Harrow Associate. London Borough of Newham Southampton Council of Faiths and all of the many respondents – parents, pupils, teachers, community activists and religious leaders – who shared their views so openly and candidly. We would also like to thank the advisers who helped us to establish the research framework. Furthermore, we acknowledge our gratitude to the Esmée Fairbairn Foundation for their support of the Faith Schools and Community Cohesion Project. ISBN-13: 978-1-906732-12-7 (print) EAN: 9781906732127 (print) ISBN-13: 978-1-906732-13-4 (online) EAN: 9781906732134 (online) Published by Runnymede in December 2008, this document is copyright © 2008 the Runnymede Trust. An electronic version can be read or downloaded from the Runnymede website [www.runnymedetrust.org]. Reproduction of this report by photocopying or electronic means for non-commercial purposes is permitted. Otherwise, it is not permitted to store or transmit the electronic version of this report, nor to scan or photocopy the paper version for dissemination or commercial use, without the prior permission of the publisher. Researchers and commentators may quote from this document without charge provided they cite the author, the title and the publisher when they acknowledge the source of the material quoted. The publisher would prefer that no individual quotation should exceed 400 words, and that the total material quoted should not exceed 800 words. BERKELEY: RIGHT TO DIVIDE? 1 Contents Foreword 2 Executive summary 3 Part 1. Faith Schools in Context 7 Chapter 1. Education Policy – Levers and Constraints 8 1.1 From welfare to self-help, equity to effectiveness 8 1.2 Policy conflict, policy resistance 9 1.3 Faith schools in England 11 1.4 The history of faith schooling in England 11 Chapter 2. Faith Schools and Government Policy 14 2.1 Government, faith and community cohesion 14 2.2 Young people, schools and community cohesion 15 2.3 Faith schools and government policy 16 Chapter 3. Faith Schools – the Debate So Far 18 3.1 Critics 18 3.2 Supporters 19 3.3 Faith and state 20 Methodology 21 Part 2. Analysis 23 Chapter 1. Encouraging pupils towards a shared sense of belonging 25 1.1 A common vision? 25 1.2 From faith visions to a shared vision 27 1.3 Challenges to the creation of a common sense of belonging 28 1.4 Conclusion 30 Chapter 2. Helping pupils develop a positive appreciation of diversity 32 2.1 Teaching faith, teaching faith diversity 32 2.2 Protecting faith identities 35 2.3 All about faith? Valuing broader diversity 36 2.4 Conclusion 39 Chapter 3. Removing barriers to equality 40 3.1 Faith schools challenging inequality 40 3.2 Faith schools and race equality 41 3.3 Faith schools and gender equality 43 3.4 Faith schools and class inequality 43 3.5 Faith schools: open for all? 47 3.6 Faith vs achievement as a criterion for choice 49 3.7 Challenges resulting from exclusivity 50 3.8 Conclusion 53 Chapter 4. Building strong partnerships between people from different backgrounds 54 4.1 Choosing partners 54 4.2 Barriers to interaction 55 4.3 Faith schools promoting interaction and partnership 59 4.4 Creating spaces for dialogue 60 4.5 Institutional innovation for interaction 60 4.6 Conclusion 62 Part 3. Conclusions 63 What the Research Tells Us – and More 65 Appendices 69 1. References 69 2. Consultation participants 72 2 RUNNYMEDE REPORTS Foreword England is a more diverse country in terms of ethnicity and faith than ever before. This is a welcome change. There are many benefits to be gained from diversity. However, that diversity needs to be balanced with equality and cohesion in order to create a successful multi-ethnic society. We currently have an education system that includes faith-based schools. These schools go some way to reflect the diversity of religion and belief in England. This research project asked whether a school system with faith schools could also promote equality and cohesion. The project involved a wide range of stakeholders (parents, teachers, education experts, religious leaders, local authority officials, and pupils) through a range of different means so that we could learn from their experiences about the benefits and challenges to cohesion that a school system with faith schools provides. In order to present a full account of the context (social, educational, policy, political and historical) in which faith schools operate, the report includes a wide-ranging discussion of current debates, a discussion of contemporary education policy and community cohesion policy, a review of the literature, and some historical background on the involvement of faith organizations within the English educational system. This forms a backdrop to the analysis of the many discussions, interviews and other forms of data-gathering that made up the fieldwork for this project. The resulting recommendations have far-reaching implications for our entire schooling system. In our collective attempts to create ‘a society at ease with itself’, significant change may sometimes be necessary. Too often the debate about faith schools in England has been based on empty rhetoric; in this report we have offered a more considered, independent, and evidence-based approach. As the multicultural settlement that had been the pattern until 2001 is increasingly challenged, and schools are asked to respond more vigor- ously to persistent inequalities, play a larger role in their neighbour- hoods and communities, and prepare young people to be effective citizens as well as effective participants in the labour market, the role of faith schools has come under greater scrutiny. The recommenda- tions that result from this research project propose a way forward that seeks a sustainable balance between diversity, equality and cohesion – a solution that contributes to our common objective of nurturing a successful multi-ethnic society. Michelynn Laflèche Director The Runnymede Trust BERKELEY: RIGHT TO DIVIDE? 3 has been viewed as controversial; and the current Executive summary government’s tone on the issue has changed with successive government ministers. Since 2001, faith Discussions, dialogues and debates on the role schools have been courted and faith organiza- of faith schools and their effect on community tions encouraged to become more involved in cohesion often create more heat than light. education in ‘the maintained sector where there Runnymede first intervened in this area 27 years is local agreement’.2 Independent faith schools ago;1 and the debate still rages on today. have been encouraged to acquire voluntary-aided For this report we have consulted with over status.3 Academies have been seen as another a thousand people – parents, pupils, profes- option for the encouragement of faith schooling, sionals and policymakers from a range of faith described as state-maintained independent schools backgrounds as well as those who do not subscribe aiming to make a difference ‘in areas of disad- to any religion. We approached the issues open- vantage’ through external business, charity and mindedly; seeking only to discover what part faith religious sponsors. Similar in concept are ‘trust schools play in preparing young people for life in a schools’ (Education and Inspections Act 2006), multi-ethnic, multi faith society. Our findings and which provide further opportunities for faith recommendations set out a direction for policy and bodies to play a role in compulsory education. In practice that offers an opportunity for faith schools 2008, however, perhaps in recognition of ongoing to play their full role in building a successful multi- controversy over the involvement of faith schools ethnic, multi-faith nation. in the English education system, or to mark a Government policies are committed to change in the tone of government policy, Ed Balls increasing choice and diversity in the education (in response to the interim report of this project)4 sector. The participation of faith schools and made the first statement on faith schools from the religious organizations in the state-maintained Brown government. He distanced the government sector is significant in providing the choice factor. from encouraging growth in the number of faith Government is also keen to strengthen the role schools, noting: that schools play in promoting social cohesion through increased contact between young people In some local communities, there is support for of different ethnic and faith backgrounds. At the faith schools, in some there are schools moving same time, parts of the media and public opinion from the independent sector to the state. Other are calling for caution in expanding the role of communities are clear that faith schools aren’t the faith in education given increasing concerns about right schools for their communities. It is up to the segregation, reported ‘parallel lives’ between local community to decide what it wants. We’re different ethnic and faith groups, violent terrorism not leading a drive for more faith schools.5 carried out in the name of religion, and ongoing discussion about the proper relationship between It would appear, then, that government policy is religion and the state. not completely settled in this area. Faith schools are defined in this report as state- At the same time, following the disturbances funded institutions that educate pupils within in Bradford, Burnley and Oldham in 2001, and the context of a particular faith or denomi- reinforced as a consequence of the tragic London nation.