Catholic Schools in the Marketplace : Changing and Enduring Religious Identities
Zancajo, Adrián (Universitat Autònoma de Barcelona. Departament de Sociologia)
Verger, Antoni (Universitat Autònoma de Barcelona. Departament de Sociologia)
Fontdevila, Clara (University of Glasgow)

Data:	2024
Resum:	Despite controversies surrounding faith-based schooling, religious schools continue to play a prominent role in numerous education systems. Nonetheless, empirical research on nonstate religious schools operating in a market context remains limited and fragmented. On the one hand, while religious and cultural studies investigate the evolution of religious education (RE), they tend to focus on state schools while overlooking the impact of market forces. On the other hand, research on education markets often treats religious private schools as a uniform category with a fixed identity. This study aims to bridge this gap by delving into the responses of religious private schools to competitive pressures, focusing on how these schools negotiate their religious identities in a market context. With this objective, the paper presents a case study of Catholic school networks in Catalonia, Spain. We identify three different approaches to RE and religious identity developed by these school networks-confessional, culture-centric and value-centric. The triggering factors and enabling conditions behind these approaches are examined in detail. The study concludes by discussing the relevance of these findings for ongoing debates around the public funding of faith-based schools and the tensions posed by such policies in terms of social cohesion, educational pluralism, and equity.
Drets:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.
Llengua:	Anglès
Document:	Article ; recerca ; Versió publicada
Publicat a:	Peabody Journal of Education, Vol. 99 Núm. 4 (2024) , p. 464-481, ISSN 1532-7930

DOI: 10.1080/0161956X.2024.2381393

19 p, 1.1 MB

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