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Canadian public schools have long been entrusted with socializing children. Yet this duty can rest uneasily alongside religious diversity questions. Grounding its analysis in three seminal Supreme Court cases, Religious Diversity in Canadian Public Schools reveals complex legal processes that compress multidimensional conversations into an oppositional format and exclude the voices of children themselves. Dia Dabby contends that schools are in fact microsystems with the power to construct their own rules and relationships. This compelling work encourages a deeper conversation about how religion is mediated through public schools, inviting a critical reassessment of the role of law in education.

This comprehensive analysis of the legally complex relationship between religion and public schools will compel readers to reconsider the role of law in education.

Canadian public schools have long been entrusted with the mandate of socializing children. Yet this duty can rest uneasily alongside religious diversity questions.

Grounding its analysis in three seminal Supreme Court cases involving religion in schools, Religious Diversity in Canadian Public Schools reveals legal processes that are unduly linear, compressing multidimensional conversations into an oppositional format and stripping away the voices of children themselves. Dia Dabby contends that schools are in fact microsystems worthy of their own consideration, and with the power to construct their own rules and relationships.

This compelling work connects many of the themes that have animated public discourse since multiculturalism was officially enacted in Canada. Situating its analysis in relation to concepts of nation, education, and diversity, Religious Diversity in Canadian Public Schools encourages a deeper conversation about how religion is mediated through public schools and invites a critical reassessment of the role of law in education.

Introduction

1 Everyday Law in Schools

2 Litigation about Religion and Education: On (Un)Heard Voices

3 Mediating Religious Diversity in Public Schools

4 The Administrative Governance of Public Schools

5 Relations of Belonging in Education to Mediate Diversity

Conclusion

Notes; Bibliography; Index

Canadian public schools have long been entrusted with the mandate of socializing children. Yet this duty can rest uneasily alongside religious diversity questions.

Grounding its analysis in three seminal Supreme Court cases involving religion in schools, Religious Diversity in Canadian Public Schools reveals legal processes that are unduly linear, compressing multidimensional conversations into an oppositional format and stripping away the voices of children themselves. Dia Dabby contends that schools can be viewed as prisms through which to understand society. They refract how belonging is conceived, articulated, and managed. Reintroducing equality interests to a discussion often dominated by concerns about religious freedom, Dabby sees schools as microsystems worthy of their own consideration, and with the power to construct their own rules and relationships.

This compelling work connects many of the themes and issues that have animated public discourse since multiculturalism was officially enacted in Canada in the early 1980s. Situating its analysis in relation to concepts of nation, education, and diversity, Religious Diversity in Canadian Public Schools encourages a deeper conversation about how religion is mediated through public schools. Ultimately, it invites a critical reassessment of the role of law in education in Canada.

Religious Diversity in Canadian Public Schools touches on many of the questions that have piqued the public imaginary since multiculturalism was officially enacted in Canada in the early 1980s.

Dia Dabby’s archival research is to be commended. In using the full court records, not just the reported decisions, she has produced an original and significant book on religion in Canadian schools.

CA

Scholars and students of law, religion, and education will find this an important work, particularly those engaged in the sociology of religion, education ethics, society studies, and connected fields. Finally, school administrators and teachers will find it a useful overview of legal regulation and human rights obligations in the educational domain.

Dia Dabby is an assistant professor in the Département des sciences juridiques (Department of Legal Studies) at the Université du Québec à Montréal (UQÀM). She is an active member of the Centre de recherche interdisciplinaire sur la diversité et la démocratie (CRIDAQ) and a co-editor of Modération ou extrémisme? Regards critiques sur la loi 21. Her work has also appeared in Studies in Religion, the Supreme Court Law Review, the Canadian Journal of Law and Society, the Dalhousie Law Journal, Religion and Human Rights: An International Journal, and numerous collections.

Catégories

Caractéristiques

    • ISBN
      9780774862370
    • Code produit
      256597
    • Éditeur
      UBC PRESS
    • Collection
      Law and Society
    • Date de publication
      1 février 2022
    • Format
      Papier

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