Show simple item record

dc.contributor.authorVan Arragon, Leo
dc.date.accessioned2015-04-15T14:44:25Z
dc.date.available2015-04-15T14:44:25Z
dc.date.issued2015
dc.identifier.citationVan Arragon, Leo. ""We Educate, They Indoctrinate" Religion and the Politics of Togetherness in Ontario Public Education."PhD diss., University of Ottawa. Department of Classics and Religious Studies, 2015.en_GB
dc.identifier.urihttp://hdl.handle.net/10756/550167
dc.description.abstractReligion has had an ambiguous role in Ontario public education, having provided both the common language for social cohesion and for resistance by religious groups to what they have perceived to be a dominant, exclusive and coercive ethos. In similar ways, religious freedom and diversity have been highly prized and protected in Ontario while at the same time being sources of anxiety and social disruption. Using critical discourse analysis and critical genealogical analysis I examine the conflicted role of religion in Ontario public education through competing discourses in political rhetoric, selected government documents formulating ways of conceptualizing the role of religion in public education from 1950 to 2003 and case law between 1985 and 1997. More precisely, I examine ways in which educational, social and political goals of education have been intertwined throughout the history of Ontario public education. I show that the public school system has been a state instrument privileged to deliver public education as a way to resolve the tension between social cohesion and social diversity by delivering common civic values. One result is that challenges to the public school system are often interpreted as attacks on public education and on Ontario society, particularly when those challenges are launched by religious groups. This has meant that debates about the role of religion in public education tend to be volatile making serious dialogue about this important social issue difficult to achieve while restricting the space for religious diversity in public education.
dc.description.tableofcontentsIntroduction -- Literature, theory and methodology -- "The election of 2007 and the politics of togetherness" -- "Ontario's Legacy" -- "Law" -- "Education about religion" -- Conclusionsen_GB
dc.language.isoenen
dc.publisherUniversity of Ottawa. Faculty of Artsen_GB
dc.relation.urlhttp://hdl.handle.net/10393/32206en_GB
dc.subjectReligionen_GB
dc.subjectEducationen_GB
dc.subjectIndoctrinationen_GB
dc.subjectCritical thoughten_GB
dc.subjectPublicen_GB
dc.subjectSocial cohesionen_GB
dc.subjectBlomberg, Dougen_GB
dc.subjectOntario schoolsen_GB
dc.subjectEducational pluralismen_GB
dc.subjectCalvinism--Influenceen_GB
dc.title“We Educate, They Indoctrinate” Religion and the Politics of Togetherness in Ontario Public Educationen
dc.typeThesisen
dc.contributor.departmentUniversity of Ottawa, Department of Classics and Religious Studiesen_GB
dc.rights.holderThe author and the University of Ottawa, Morisset Hall, 65 University, Ottawa, ON Email: ruor@uottawa.caen_GB
html.description.abstractReligion has had an ambiguous role in Ontario public education, having provided both the common language for social cohesion and for resistance by religious groups to what they have perceived to be a dominant, exclusive and coercive ethos. In similar ways, religious freedom and diversity have been highly prized and protected in Ontario while at the same time being sources of anxiety and social disruption. Using critical discourse analysis and critical genealogical analysis I examine the conflicted role of religion in Ontario public education through competing discourses in political rhetoric, selected government documents formulating ways of conceptualizing the role of religion in public education from 1950 to 2003 and case law between 1985 and 1997. More precisely, I examine ways in which educational, social and political goals of education have been intertwined throughout the history of Ontario public education. I show that the public school system has been a state instrument privileged to deliver public education as a way to resolve the tension between social cohesion and social diversity by delivering common civic values. One result is that challenges to the public school system are often interpreted as attacks on public education and on Ontario society, particularly when those challenges are launched by religious groups. This has meant that debates about the role of religion in public education tend to be volatile making serious dialogue about this important social issue difficult to achieve while restricting the space for religious diversity in public education.


This item appears in the following Collection(s)

Show simple item record