2004: 38) that are sustained by government funding. Hence, the issue raised over and over again is whether it is justifiable for the government to fund faith schools.
The objective of this essay is to review and discuss the alleged negative implication of faith schools on community and social cohesion. The discussion will involve a broad array of stakeholders, such as students, local authorities, education practitioners, teachers, religious leaders, and parents, through an array of various ways whereby we could gain something from their awareness and experiences about the challenges and advantages to community cohesion that a faith school system provides.
This essay will provide a brief discussion on the major views and recommendations of various stakeholders abovementioned. It also connects the current status of faith-based schools in England to substantiate further discussion on this important issue. The recommendations put forth in this essay have comprehensive repercussions for the nation’s whole education system. In our joint efforts to build a productive multicultural society, major change may at times be essential. Too frequently the dispute about England’s faith schools has been founded on bare rhetoric; in this essay the author provide a more well thought-out and evidence-based framework.
Recently, there have been extensively documented exchanges of opinions concerning the issues of faith-based schools, specifically those in the government sector. Often controversial, the debate has mirrored the views of a wide array of groups and individuals, outside and within education (Johnson 2006). Myriad of those issues revolve around the contribution of all schools in enhancing social cohesion in the face of growing government sponsorship of and interest in faith schools (Johnson 2006). Faith-based schools are viewed by government policy as a medium for providing enhanced parental choice,