The Experience of Primary School Teachers Working in Denominational Schools with Children from Diverse Religious and Philosophical Backgrounds Who Opt Out of Religious Education.
Citation:
Philip McCarthy, 'The Experience of Primary School Teachers Working in Denominational Schools with Children from Diverse Religious and Philosophical Backgrounds Who Opt Out of Religious Education.', [Thesis], 2021-06-01Download Item:
Philip McCarthy-Thesis MES ICLL.pdf (Published (author's copy) - Peer Reviewed) 521.7Kb
Abstract:
The purpose of the current research study was to gain a greater understanding of the experiences of teachers working in denominational schools which have students from a variety of belief backgrounds, and who opt out of participating in religious education. Over the last 20 years, Irish society has become increasingly diverse, with a resulting increase in students in Irish primary schools from diverse belief backgrounds. However, the majority of Irish primary schools are still denominational, run by the Catholic Church. It is therefore of importance to critically examine and provide insights into teachers’ experiences in these religious ethos schools where multiple religious and philosophical beliefs are represented. For this study, nine teachers were interviewed to understand their experiences of teaching in denominational schools. The findings suggest that teachers experience some negative feelings towards the teaching of religion in primary schools. This was highlighted through teacher responses indicating that the opt-out procedures in schools are insufficient, with the procedures being ambiguous and inconsistent. The research also shows that there was a clear contrast between contemporary Irish society and the traditional values of religious ethos schools. In summary, the findings from this research suggest that there may be a need for a greater diversity in the types of primary schools which exist in Ireland, and that significant disparities exist in the opt-out procedures in denominational schools. The research suggests that formal guidelines on opting-out strategies would be welcomed in denominational Irish schools, and that increased supports should be provided for teachers working in these schools.
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