Religious diversity in Irish School: Directions and dilemmas for School Leadership

This paper is the second of two papers focusing on leading for inclusion in relation to faith, by exploring the extent to which schools are ensuring that they are equally appropriate for all, whatever the diversity of religion... [ view full abstract ]

This paper is the second of two papers focusing on leading for inclusion in relation to faith, by exploring the extent to which schools are ensuring that they are equally appropriate for all, whatever the diversity of religion or secular belief amongst learners. This paper presents data from six case study school in the Republic of Ireland. The issue of religious inclusion in schools in the Republic of Ireland has recently come into sharp focus. Although historically the population of Ireland was mainly white and catholic, a significant demographic change happened during the decade of rapid economic growth that became known as the Celtic Tiger (1990- 2006). During this period Ireland’s demographic changed dramatically with respect to race, ethnicity, nationality and most notably, in the case of schools, in terms of religious diversity. A historical legacy where circa 95% of primary school and almost 50% of second level school are under the direct patronage of the Catholic church has been very slow to change. A nationwide effort, in the last five years, to provide for a diversity of school type with respect to religious ethos has had little or no impact resulting in the persistence of a strongly denominated education system. The situation have been overlaid by new concerns, that, in the Irish context, mainly relate to lslamaphobia and to patterns of intersectionality between class, race and religion.

The sample reflects the majority model of schools i.e. Catholic schools, but also include the more lately established Educate Together schools as well as schools in rural and in urban environments because the religious affiliation/ethnic mix is likely to be very different in each of these contexts. In this study Leaders were interviewed about their understanding and experience of implementing religious inclusion by explicating the capacity of the school to ensure that all children, whatever their religion or secular stance, feel equally a part of the school, enjoy equitable educational experiences and are equipped to be tolerant and religiously literate citizens of the future. The data identified a number of themes relating to the role values play in leadership approaches to religious diversity; the dilemmas leaders face in meeting the requirements and preferences of legislation, individual learners, staff and community groups; the strategies developed in the development and enactment of policy in relation to religious diversity.