Jo Cairns – författare

Until fairly recently the separation of pupils according to religion was felt to be compatible with a comprehensive education. That consensus no longer holds and there is a strong positive lobby either to absorb faith schools altogether within the state system or at least to dilute their membership ensuring they include children from other faiths, or no faith at all.This book addresses the current concerns, questions and interest surrounding the legitimacy, support and intended expansion of faith schools. Divided into five sections, it includes chapters on:* the legal frameworks for faith schools and the rights of the child* faith-based schools in the UK, Northern Ireland, France and the USA* the impact of faith schools on pupil performance* faith schools, religious education and citizenship* political and research issues.Faith Schools: Consensus or Conflict? is of interest to educators, policymakers, researchers and students of education, religion and sociology.

Until fairly recently the separation of pupils according to religion was felt to be compatible with a comprehensive education. That consensus no longer holds and there is a strong positive lobby either to absorb faith schools altogether within the state system or at least to dilute their membership ensuring they include children from other faiths, or no faith at all.This book addresses the current concerns, questions and interest surrounding the legitimacy, support and intended expansion of faith schools. Divided into five sections, it includes chapters on:* the legal frameworks for faith schools and the rights of the child* faith-based schools in the UK, Northern Ireland, France and the USA* the impact of faith schools on pupil performance* faith schools, religious education and citizenship* political and research issues.Faith Schools: Consensus or Conflict? is of interest to educators, policymakers, researchers and students of education, religion and sociology.

This yearbook on education for 2001 brings together leading international voices on values in education and presents a window on current debates. These include such fundamental issues as who should decide upon the values we adopt.

In this volume, educationists and experts on values, including the Archbishop of Canterbury, discuss the question of values and the curriculum in societies which are changing rapidly and in which disagreements about values are sometimes acrimonious.

Values in education - how they are taught, the ethics of teaching itself, plus their role in the education of educators - is an area of lively and passionate debate. This book provides an essential resource of ideas, issues and current practice for all those with an interest in this area of education.Presenting a range of critical writing, this book deals with issues relating to education in values; approaches to teaching values; teacher education and values; research for education in values; and international comparative studies. Highly regarded when it was first published in hardback in 2000, the book now appears in paperback for the first time with a new introduction, which updates the main ideas and themes of the book.

There is now a broad agreement that citizenship should form a major part of the curriculum. That, broadly, is where the agreement ends. What pupils should learn, how and why they should learn it and how that learning should be assessed are all contentious issues. These questions and others provide the opportunities for theoretical debate yet, at the same time, busy practitioners have to teach citizenship and teach it effectively now. This helpful book is based on the assumption that theory needs to be related to practice, and also that there is already much good practice from which we can learn. Denis Lawton is Professor of Education and Jo Cairns and Roy Gardner are Senior Lecturers at the Institute of Education, University of London.

Values in education - how they are taught, the ethics of teaching itself, plus their role in the education of educators - is an area of lively and passionate debate. This book provides an essential resource of ideas, issues and current practice for all those with an interest in this area of education.Presenting a range of critical writing, this book deals with issues relating to education in values; approaches to teaching values; teacher education and values; research for education in values; and international comparative studies. Highly regarded when it was first published in hardback in 2000, the book now appears in paperback for the first time with a new introduction, which updates the main ideas and themes of the book.

- Do faith schools have a place in a plural society? - Which types of school contribute most effectively to a plural society? This fascinating monograph seeks to answer these questions and more by exploring the fit between personal, spiritual and academic goals in contemporary educational experience and individual school cultures. Jo Cairns, a well-respected authority on faith schools, argues that educational ideology in plural societies has to find a way of recognizing and responding to the 'predicament' of pluralism as it is experienced by individuals and communities. This provocative and challenging book will undoubtedly stimulate debate among educationists across the world.