Sectarianism and state funded schooling in Scotland. A critical response to the final report of the Advisory Group on Tackling Sectarianism in Scotland

The Scottish Government has recently invested considerable energy and resource into tackling sectarianism in Scotland. They have commissioned reviews of existing research, commissioned new research and funded community based projects. They also appointed an independent Advisory Group in 2012 to investigate the scope of sectarianism and provide some recommendations on how to address sectarianism. This article is focused on the Final Report of the Advisory Group on Tackling Sectarianism in Scotland - April 2015 (Scottish Government, 2015a) and the key statements in this Final Report that refer to state funded school education. The article argues that there is much to commend in the Final Report and provides a critical examination of the discussion of the relationship between school education and sectarianism and the contribution of school education to anti-sectarian activities and education

How will Brexit affect Scottish education?

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Poverty proofing schools

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A complex relationship

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Child slavery and child labour

Child slavery and child labour deny children their God-given dignity and freedom, and their right to education. Catholic Social Teaching is unequivocal in resolute condemnation of child slavery and child labour, in all of their forms

Problemy integratsii religioznykh men'shinstv: keysy Evropeyskogo Soyuza i Rossiyskoy Federatsii = The challenges of the integration of religious minorities: case studies in the EU and Russian Federation

This article provides a critical examination and comparison of the contemporary position of three religious minorities: the Muslims in Glasgow; the Sikhs in Novellara and the Kryashens in Tatarstan. This is initially accomplished through an overview of the socio-economic, cultural and political impact of the religious minorities as three important case studies and through their relationship with the dominant form of religion and religious identity. The article will then analyse this information and these relationships using two lenses. First, we will use the four types of claims for recognition proposed by Koenig (2015): (1) claims for recognition of difference (2); claims for more autonomy in public spheres (3); claims for tolerance and (4) call for greater recognition for equal participation in organization of the state. Second, we will use the four acculturation strategies proposed by Berry (1997): (1) integration; (2) assimilation; (3) separation; and (4) marginalisation. The article will conclude with some final comments on gender and youth

Why chess is good for young brains

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Martin Luther and school education

No abstract available