churches and christian ethos in integrated schools 270109 · education in northern ireland. 2) the...

M a c a u l a y A s s o c i a t e s

TonyMacaulay

January09

ChurchesandChristianEthosinIntegratedSchools


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TableofContents

ExecutiveSummary................................................................................................ 3

1 Introduction ..................................................................................................... 7

2 Background ...................................................................................................... 82.1 IntegratedEducationinNorthernIreland .................................................................................. 82.2 TheChurches,ChristianEthosandIntegratedEducation.................................................... 9

4 ResearchMethodology................................................................................... 19

5 IntegratedSchoolsandtheChurches.............................................................. 225.1ChurchesandIntegratedSchools ......................................................................................................225.2CatholicChurchinIreland....................................................................................................................305.3ChurchofIreland......................................................................................................................................375.4PresbyterianChurchinIreland..........................................................................................................395.5MethodistChurchinIreland................................................................................................................405.6OtherProtestantChurches...................................................................................................................415.7DifferentFaithCommunities ...............................................................................................................426 ChristianEthosinIntegratedSchools.............................................................. 436.1Statement.....................................................................................................................................................436.2Practice .........................................................................................................................................................49

7 ExamplesofPractice....................................................................................... 537.1 DrumraghIntegratedCollege .........................................................................................................537.2 MillenniumIntegratedPrimarySchool ......................................................................................567.3 LaganCollege .........................................................................................................................................587.4 MillStrandIntegratedPrimarySchool .......................................................................................627.5 OakgroveIntegratedPrimarySchool ..........................................................................................637.6 KilbroneyControlledIntegratedPrimarySchool ..................................................................67

8 Conclusions .................................................................................................... 70

9 RelevantIssuesforConsideration................................................................... 73

AppendixI:ResearchAdvisoryGroup................................................................... 74

AppendixII:SchoolsSurvey.................................................................................. 75

AppendixIII:Interviewees.................................................................................... 81

AppendixIV:TransformingSchoolsGovernance................................................... 82

Bibliography......................................................................................................... 83


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ExecutiveSummary

Introduction

ThisisthereportofaresearchstudyintotherelationshipbetweenthechurchesandintegratedschoolsandtheapproachtoChristianethoswithinintegratedschoolsinNorthernIreland.TheresearchwasinitiatedbyAllChildrenTogether(ACT),commissionedbytheNorthernIrelandCouncilforIntegratedEducation(NICIE)andfundedthroughtheIntegratedEducationFund(IEF).

IndependentresearchersMacaulayAssociatescarriedouttheresearchbetweenSeptember2007andJune2008.

Methodology

AcentralpartoftheresearchmethodologywasamajorsurveyofallintegratedschoolsinNorthernIreland.Themethodologyalsoincludeddeskresearchandsemistructuredinterviewswitharangeofstakeholders.

MainConclusions

Themainconclusionsoftheresearchareasfollows:RelationshipBetweenIntegratedSchoolsandChurches1) Todate,noneofthechurcheshasplayedaformalroleinthedevelopment

ofintegratededucationinNorthernIreland.

2) Thechurcheshavetendedtoprioritisetheprotectionofexistingschools(maintainedandcontrolledschools)inwhichtheyhavegovernance,oversupportfororinvolvementinthedevelopmentofintegratededucationinNorthernIreland.

3) CatholicclergyhavediscouragedCatholicparentsfromsendingtheirchildrentointegratedschools.Howeverinrecentyears,thereisevidenceofa“softening”toamore“pragmatic”approachtowardsCatholicparentschoosingintegratedschools.ThereisnowarangeofapproachesamongdifferentCatholicDiocesesanddifferentCatholicclergy.

4) Protestantclergyhaveexpressedalevelofsupportthatisconditionalonintegratedschoolsnotimpactingnegativelyoncontrolledschoolsonwhichtheyaretransferors.TheChurchofIreland,PresbyterianandMethodistChurcheswhilenotproactiveinthedevelopmentofintegratededucation,aresupportiveofintegratedschoolsaslongastheydonotimpactnegativelyoncontrolledschools.

5) Recently,thePresbyterianChurchhaspubliclyencourageditsministerstoplayafullpartwithinlocalintegratedschools.


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6) ThetransformingofcontrolledschoolshasbecomeacontentiousissueforProtestantChurcheswhoaretransferors,asnoCatholicschoolhasevertransformedandBishopsdonottakeuptheinvitationtoappointCatholicgovernorstotheplacesallocatedtothemwithintheBoardofGovernorsoftransformedControlledIntegratedSchools.

7) ThevastmajorityofintegratedschoolsinNorthernIrelandregardlinkswithchurchesasimportantandactivelytrytodevelopsuchlinkswithlocalchurches.

8) MostintegratedschoolshavearelationshipwiththeirlocalChurchofIreland(73%),RomanCatholic(68%)andPresbyterian(66%)Churches.

9) Themaintypesoflinkwithlocalchurchesarepupilvisitstochurches,conductofworshipinschoolandchurchservices,useofchurchpremisesforschooleventsandpreparationandreceptionforRomanCatholicsacraments.

10) Themajorityofintegratedschoolsarevisitedbyclergyatleastonceaterm.

11) Twofifthsofintegratedschoolshavetriedunsuccessfullytoestablisharelationshipwithalocalchurch.JustunderaquarterofintegratedschoolshavebeenunsuccessfulintryingtoestablisharelationshipwithalocalRomanCatholicChurch.

12) Morethanhalfofintegratedschoolshavereceivedpublicsupportfromlocalclergy.

13) Justoverathirdofintegratedschoolshaveexperiencedpublicoppositionbyclergy,mainlyCatholicclergymakingpublicstatementsdiscouragingCatholicparentsfromchoosinganintegratedschoolratherthanaCatholicschool.

14) JustoverhalfofintegratedschoolsdonothavearelationshipwithfaithcommunitiesotherthanChristian.Amongthejustunderhalfofschoolsthatdohavearelationshipwithdifferentfaithcommunities,thistendstobedevelopedthroughparentsratherthanthroughformallinkswithreligiousleaders.

15) Thevastmajorityofintegratedschoolshaveneverdeclinedanapproachtodeveloplinksfromachurchorotherfaithgroup.

16) Thenatureoftherelationshipbetweenclergyandlocalintegratedschoolsisoftendependentonthepersonalviewsofbothprincipalsandlocalclergy.


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ChristianEthosinIntegratedSchools

17) ThemajorityofintegratedschoolsindicateintheirprospectusormissionstatementthattheyhaveaChristianethos.

18) Mostintegratedschoolsdescribetheirschool’sapproachtoreligionaseither“allfaithsandnone”orChristian.ThisreflectsanapproachthatisprimarilyChristian,butthatincludespeopleofdifferentfaithsaswellaspeopleofnoreligiousfaith.

19) TheapproachtoChristianethosofaparticularschoolisoftendependentonthepersonalviewsoftheprincipalandstaffoftheschool.

20) IntegratedschoolsarefacingthechallengeofhavingaChristianethoswithinanincreasinglydiversesocietyandinthecontextofanincreaseinsecularismandatheism.

21) ThemainwaysinwhichintegratedschoolsreflecttheirChristianethosisthroughAssemblies,theRECurriculumandpromotingvaluessuchasrespect,toleranceandcaring.

22) Themajorityoftheschoolshaveweeklyassembliesandoverhalfoftheschoolsincludeareligiousdimensioninallassemblies.ThetwomainreligiousoccasionscelebratedinthemajorityofintegratedschoolsareCarol/NativityServicesandHarvestServices.

23) SomeintegratedschoolshaveputconsiderableenergyandattentionintohowtheyworkouttheirChristianethosinpracticeinawaythatisinclusiveofallthechildrenattheschool.

OtherIssues

24) Mostintegratedschoolshavenothadareligiouseventintheschoolthatprovedtobecontentious.Whereeventshaveprovedcontentiousthishasusuallyinvolvedcomplaintsbyasmallnumberofparents.

25) Mostintegratedschoolseitherhavenopolicyoranopenpolicyonthedisplayofreligioussymbols.

26) ThereisarangeofmodelsofgoodpracticearoundrelationshipswithchurchesandChristianethoswithinintegratedschoolsthatotherschoolscanlearnfrom.


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RelevantIssuesforConsideration

Asaresultoftheissuesraisedinthisresearchthefollowingquestionsareofferedforfurtherconsideration:

1) IsitpossibleforthechurchesinNorthernIreland,alongsidetheirmainpriorityofprotectingtheirownschoolsectors,todevelopnewmodelsofsharedfaithschoolsasacontributiontowardspeaceandreconciliationinadividedsociety?Ifso,how?

2) WhatneedstohappentoencouragetheminorityofCatholicclergywhoarenotyetpreparedtoenteranintegratedschoolwithintheirparishtodevelopapositiverelationshipwiththeirlocalintegratedschool?

3) Howcanthefourmajorchurchesbesupportedtodevelopadialoguetodiscusscontentiousissuesregardingeducationsuchastransformation,theBainReport,integratingeducationandtheimpactoftheirapproachesoncommunityrelations?

4) Howcanintegratedschoolsdevelopmoreformallinkswiththelocalleadersofdifferentfaithcommunitiese.g.Muslim?

5) Whydomostintegratedschoolseitherhavenopolicyoranopenpolicyonthedisplayofreligioussymbols?

6) IsthereaneedformorethanoneintegratedschoolinNorthernIrelandtohaveafulltimechaplaincy?

7) HowcanintegratedschoolsbesupportedtodeveloptheirChristianand“allfaithsandnone”ethosinpractice?


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1 Introduction

Thisisthereportofaresearchstudyintotherelationshipbetweenthe

churchesandintegratedschoolsandtheapproachtoChristianethos

withinintegratedschoolsinNorthernIreland.

TheresearchwasinitiatedbyAllChildrenTogether(ACT),commissioned

bytheNorthernIrelandCouncilforIntegratedEducation(NICIE)and

fundedthroughtheIntegratedEducationFund(IEF).

IndependentresearchersMacaulayAssociatescarriedouttheresearch

betweenSeptember2007andJune2008.Itfollowedonfromaninitial

unpublishedpartialresearchstudyintothesameissuescarriedoutby

GraceFraserbetween2002‐20051.

Thereportincludes:

• Anexecutivesummaryofthemainfindings

• Anexplanationofthebackgroundtotheresearch

• Adescriptionoftheresearchmethodology

• Apresentationofthemainfindingsoftheresearch

• AselectionofexamplesofpracticeofChristianethos

• Asetofmainconclusions

• Asetofassociatedappendices

• Abibliography

1IllhealthpreventedGraceFraserfromcompletingtheresearchproject.MacaulayAssociatesisgratefultoGraceforsharingherfindingsforthisstudy.


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2 Background

2.1 IntegratedEducationinNorthernIreland

ThecampaigningparentgroupAllChildrenTogether(ACT)establishedthefirstintegratedschool,LaganCollege,inBelfastin1981.Theystate:

‘Wehadworkedforelevenyears,lobbyingthechurches,theeducationalestablishmentandthepoliticalpartiestoconsidersettingupsharedChristianschoolsasaforceforreconciliationinatroubledprovince.Failingtomoveanyoftheseofficialbodies,weourselvesgraspedthenettleand,againstalltheodds,establishedLaganCollege.ACTbelievedthatiftheschoolwassuccessfulacademicallyandwasreligiouslyandsociallyinclusiveandwitharespectful,caringChristianethos,thatitwouldbeinfectious.Indeeditwas.TodayitisthemostoversubscribedschoolintheBelfastarea….’

Therearenow62IntegratedSchoolsacrossNorthernIreland:

• 21IntegratedSecondLevelColleges• 41IntegratedPrimarySchools• Morethan19IntegratedNurserySchools,mostofwhichare

linkedtoPrimarySchools

TheNorthernIrelandCouncilforIntegratedEducation(NICIE)wasestablishedin1987,toco‐ordinateeffortstodevelopIntegratedEducationandtoassistparentgroupsinopeningnewintegratedschoolsinNorthernIreland.

NICIEcurrentlydefinesintegratededucationas:

‘Educationtogetherinschoolofpupilsdrawninapproximatelyequalnumbersfromthetwomajortraditionswiththeaimofprovidingforthemaneffectiveeducationthatgivesequalrecognitiontoandpromotesequalexpressionofthetwomajortraditions.TheintegratedschoolisessentiallyChristianincharacter,democraticandopeninproceduresandpromotestheworthandselfesteemofallindividualswithintheschoolcommunity.Theschoolasaninstitutionseekstodevelopmutualrespectandconsiderationofotherinstitutionswithintheeducationalcommunity.Itscoreaimistoprovidethechildwithacaringselffulfillingeducationalexperiencewhichwillenablehim/hertobecomeafulfilledandcaringadult’.

(NICIEStatementofPrinciples)


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Theestablishmentof integrated schoolshasbeenaparent led initiativerather than a state led programme. The first policy introduced atgovernment level was Clause 64 of the Education Reform (NorthernIreland) Order 1989 which placed a duty on the State in relation tointegratededucationforthefirsttime.Itstated:‘It shall be the duty of the Department to encourage and facilitate thedevelopmentof integratededucation,thatistosaytheeducationtogetheratschoolofProtestantandRomanCatholicpupils’.

TheAgreementsignedin1998alsoincludedacommitment‘tofacilitateandencourageintegratededucation…’

2.2 TheChurches,ChristianEthosandIntegratedEducation

Theprimaryfocusofthisresearchhasbeentomapthecurrentrelationshipsbetweenthechurchesandintegratedschools,ratherthantoanalysethehistoricalrootsoftheserelationships.

However,itisimportanttoprovideabriefhistoryofrelationshipsbetweentheintegratedschoolsandthechurchestoplacethecurrentsituationincontext.Thissectionbrieflyoutlinesrelationshipsbetweenthechurchesandintegratedschoolsoverthepast25years.Themainsectionsofthereportwillfocusoncurrentrelationshipsbasedonthefieldresearchcarriedoutin2007/2008.

Asalreadystated,thedevelopmentofintegratededucationinNorthernIrelandhasbeenaparentledinitiative.Ithasnotbeenachurchledinitiative.Howeverthefirstparentgroupcampaigningforintegratededucation,AllChildrenTogether,statedthattheyhadworkedtoencouragethedevelopmentof‘sharedschoolsacceptabletoallreligiousculturesinwhichthechurcheswouldprovidereligiouseducationandpastoralcare.’(C.Linehan,M.Kennedy,SrAnna,1993)

TheACTMovementwasformedintheearly1970’sbyCatholicparentswhosechildrenwereattendingnon‐Catholicschools.AstheRomanCatholicChurchrefusedtohelpwithdenominationalinstructionforthesechildren,parentscametogethertorunCatechismclasses.InsomeDioceses,theSacramentofConfirmationwaswithheldfromchildren.Inthelate1970’sthispolicychangedbuttheChurchstillrefusedtoallowCatholicchildrenattendingnon‐Catholicschoolstobeconfirmedwithotherchildrenoftheirparishandarrangedforthemtobeconfirmedinseparateconfirmationservices.ACTlatercommented:


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‘ThesufferingthesesanctionshavecausedtoCatholicparentsinthepast,andespeciallytoparentsofinterchurchfamilies,justcannotbeunderestimated.’(ACT,1998)Inthe1970’sIrishCatholicleadersstatedthatCatholicparentshadadutytosendtheirchildrentoCatholicschools:‘ThewholequestionwasdebatedbytheSecondVaticanCouncilwhichaffirmedthedutyofCatholicstosendtheirchildrentoCatholicschools,whenandwherethisispossible’(CardinalWilliamConway,1970)

ThisprincipleappearstohavebeenthemajorbarriertorelationshipsbetweenintegratedschoolsandtheIrishCatholicChurchoverthepast25years.Thishasoftenbeenexpressedasoppositiontointegratedschools.

‘CardinalConway(1971)statedthatasamatterofreligiousprinciple,“CatholicchildrenoughttobeeducatedinCatholicschoolswherethespecificallyCatholicethosisavailabletothem”.TheCatholicChurchhasneverwaveredfromthisposition,believingthatthisethosisbestsustainedbyastrongrelationshipbetweenhome,schoolandparish’.(Ellis,2006)

Throughoutthe1970’sACTcampaignedforCatholicchildrenattendingnon‐Catholicschoolstobetreatedinthesamewayasotherchildrenoftheirparish.ThecampaignincludeddiscussionswithIrishCatholicleaders,drawinguponthedifferentpracticesoftheRomanCatholicChurchinothercountriesandatonestageincludedanappealtotheVatican2.DifferentinterpretationsofVaticanIIandCanonLawhaveresultedindifferentapproachesindifferentcountriesandindifferentDioceseswithinIrelandovertheyears.Asfarbackasthe1960’sCardinalRitterhadstated:‘TheCatholicschoolisnotandmustnotbetheonlyconcernoftheChurch.MostoftheCatholicchildrenandstudentsintheworldareinStateschoolsandmustbeinfacttheobjectofthesolicitudeoftheChurch,thefamily,andparticularlyoftheteachersintheseschoolsforreligiouseducation…OurdocumentonChristianeducationmustemphasisethatCatholicschoolsdonotexisttoservenarrowsectarianpurposes,nortoprotecttheselfishinterestsoftheChurch…Catholicschoolsareandoftheirverynaturemustbeofsubstantialbenefittotheentirecommunitywheretheyserveandtosocietyitself.Otherwisetheywouldstandselfcondemnedandbeunworthy

2(SeeLinehan,C.(2003).AllChildrenTogether:ThestruggleofCatholicparentstohavetheirchildreneducatedwithProtestantchildreninNorthernIreland.MPhilDissertation,IrishSchoolofEcumenics.)


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ofthetitle“Catholic”’.(CardinalERitter,ArchbishopofStLouis(Missouri),1964)The relevant Canon Law states: ‘…Catholicparentshavealsothedutyandtherighttochoosethosemeansandinstituteswhich,intheirlocalcircumstances,canbestpromotethecatholiceducationoftheirchildren…

Parentsmusthavearealfreedomintheirchoiceofschools…

Parentsaretosendtheirchildrentothoseschoolswhichwillprovidefortheircatholiceducation.Iftheycannotdothis,theyareboundtoensurethepropercatholiceducationoftheirchildrenoutsidetheschool.‘(TheCodeofCanonLaw,1983)

Bythe1990’s,asthenumberofintegratedschoolscontinuedtoincrease,therewasadiscernableshiftintonefromtheIrishCatholicChurchawayfromdirectoppositiontointegratededucationandtowardsanemphasisontherightofparentstochoose,andthevalueofchoosingaCatholicschool.

‘IntegratededucationsupportershavewelcomedcommentsbythenewArchbishopofArmaghthatparentssendingtheirchildrentononCatholicschoolswouldnotbepenalised.DrSeanBrady…saidherespectedtherightofpeopletosendtheirchildren”totheschooloftheirchoice,butIalsoknowthevalueofCatholicschools”.Parentsfavouringintegratededucationwouldnotface“sanctions”,hesaid.Thearchbishop’sremarksfollowtheclaimbyMsgrDenisFaulthatpeoplerefusingtosendtheirchildrentoCatholicschoolswereinbreachofCanonLaw.3’('EducationCommentsWelcomed'IrishNews,1996)Howeverthedevelopmentoftransformingcontrolledintegratedschools4didnotgainthesupportofCatholicBishops,asexemplifiedbythisarticle:‘SomeCountyDowncontrolledschoolssuchasBangorCentralPrimaryandPrioryCollegearechangingfrommostlyProtestanttobecomeintegrated.TheruleisthattwoofthefourProtestantclergyontheBoardsofGovernorsshouldbereplacedbyCatholics.ButtheSouthEasternBoardranintoproblemswhentheCatholicBishopofDownandConnorrefusedtonominateanyone…AspokesmanfortheBishopsaystheChurchisveryhappywithCatholicschoolsandiswillingtopassupthechancetohaveinfluenceon

4SeeAppendixIVfortheDepartmentofEducationNIgovernancearrangementsforcontrolledintegratedschools


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transformedschools.Itcan’tbeseentobeformallyassociatedwithintegratedschoolswhichareincompetitionwiththem.’(Taggart,1999)TheimpactofthispolicyandthepolicythatnoCatholicschoolshouldtransformtointegratedstatushadaknockoneffectintheProtestantChurcheswhobegantocommentontransformationthat“thelosswasalloneway”.‘…todate,allofthetransformationschoolshavebeenControlledschoolswithpredominantlyProtestantenrolments.TheauthoritiesofCatholicschoolsareadamantlyopposedtotheprincipleoftransformation,onthegroundsthatitabrogatestherightsoftrustees.Quiteapartfromthepoliticalproblemsthatmight,atsomepoint,emerge,giventhatallthechangehasoccurredwithinonesector,thissituationhasthepotentialtodivertdiscussionawayfromtheoriginalgoal(topromoteintegration)towardsadebateoverothermorecontentiousissues.Education,likeotherareasoflifeinNorthernIreland,hasbeenplaguedby‘zerosum’thinking,sothereisanissueonhowdiscussionsonthegoalofamoreintegratededucationsystemmighttakeplacewithoutfallingintothistrap.’(IntegratedEducationInNorthernIreland,Participation,ProfileandPerformancebyTonyGallagher,AlanSmith,AlisonMontgomery,2003)

In1978LordDunleathhadintroducedintotheHouseofLordsanActthatwouldhaveenabledCatholicorProtestantchurchrepresentativesonschoolBoardstoshareplaceswitheachotherandwithparentstoallowintegratedschoolstodevelopfromexistingschools.However,noneofthechurchesinvokedtheAct,andasaresultnewintegratedschoolswereestablishedbyparentsgroups.However,in1998theTransferorRepresentatives’Council(TRC)5stated:‘Fromtheperiodbeforethe“DunleathAct”of1978eachoftheTransferorchurchesexpresseditswillingnesstoparticipateinagreedexperimentstoestablishintegratedschoolsontheprovisothattheRomanCatholicChurch,parentsandAreaBoardswereinvolved.ThebasisofsuchconsentwasnotforthcomingfromtheRomanCatholicauthorities.’(TransferorRepresentativesCouncil,1998)Inthe1970’sand1980’stheProtestantchurchesweregenerallywelcomingtothe‘experiment’ofintegratededucation:‘…theshockoftheviolenceoftheearly1970sdidcausesometorethinktheirpositionwithregardtoeducation.WithintheProtestantchurchestherebegansomepositivemovement.ForexampletheChurchofIreland

5TheTRCcomprisesthoseTransferorRepresentativesservingonthefivelocaleducationboardstogetherwithrepresentativesfromtheBoardsofEducationoftheChurchofIreland,thePresbyterianChurchinIrelandandtheMethodistChurchinIreland.


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GeneralSynodof1970passedaresolutionwhichstated“Wewouldwelcome,forthegoodofthechildreninourcommunity,anagreedexperimentwithintheVoluntaryandStatesystemsofeducation,towardsencouragingintegrationineducation,solongasalldenominationalinterestsarerespected”.Furtherpositivestatementsofsupportfollowedin1975and1978’(Ellis,2006)

However,althoughthesepublicstatementsweresupportive,theProtestantchurchesdidnotbecomeproactivelyinvolvedindevelopingintegratedschools.AnexamplefromtheMinutesofthe1983GeneralAssemblyofthePresbyterianChurchdemonstratesthis:‘TheModerator,DrGardner,havingbeeninvitedtobecomeasponsorforLaganCollege,askedtheBoardforguidanceinthematter.WhileitwasrealisedthatLaganCollegewasintegratedinsofarasthepupilsandstaffweredrawnfromalldenomination,itwasnotintegratedtotheextentthattheChurches,ProtestantandCatholic,hadbeeninvitedofficiallytoshareinmanagement.Howeversincetheprojectwasofthenatureofanexperimentinintegratededucationthefollowingadvicewasgiven:“TheBoardofEducationofourChurch,havingdiscussedtherequestoftheLaganCollegethatyouagreetobecomeaPatron,feelthat,sincethisisapersonalmatternotaffectingtheChurchdirectlyandsincenoChurchmonieswillbeinvolved,theyseenogoodreasonwhyyoushouldnotbecomeaPatronoftheCollege,shouldyouwishtodoso.”(PresbyterianChurchinIrelandStateEducationCommittee,1983)Bythe1990s,asthenumberofintegratedschoolshadgrown,theProtestantchurchesincreasinglyexpressedconcernsaboutintegratedschoolsthreateningtheviabilityofneighbouringcontrolledschoolsinwhichtheyweretransferorsontheBoardsofGovernors.TheTransferorRepresentatives’Councilreferredto:‘Thepreferentialtreatmentaccordedtotheintegratedsector’and‘…theinsensitivesitingofgrantmaintainedintegratedschoolswithinthecatchmentareasofcontrolledschoolsandaremainingChurchofIrelandMaintainedSchool.’(TransferorRepresentativesCouncil,1998)ExamplesofcommentsfromtheChurchofIrelandduringthisperiodare:‘…itmustberecognisedthattherearesomeareaswheretheopeningofanintegratedschoolwouldleadtotheclosingofanexistingcontrolledschool…converselythechurchrecognisesthattheremaybeoneortwoareasinwhichtheonlywaytoretainaschoolforProtestantchildrentoattend,mayinvolveoptingoutofacontrolledschoolinordertoestablishacontrolledintegratedschool.’(McKelvey,1990)

‘TheassumptionthatintegratedschoolswouldsolvethesectarianismprobleminNorthernIrelandwasafalseone,aspeakertoldtheChurchofIrelandGeneralSynodinDublinyesterday.CanonHoustonMcKelvey,


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presentingthechurch’sEducationBoardreport,saidtherealityofresidentialsegregationintheNorthhadtobeacknowledged.InmanypartsofNorthernIrelandpupilscouldnotbeintegratedwithoutamassivedailybussingoperation,hesaid.’(McGarry,1999)

HowevertherewereclearlydifferencesofopiniononthesubjectwithintheChurch:

‘TheexistenceofIntegratedSchoolsseemstobetoleratedreluctantlyandthroughouttheBoard’s(ChurchofIrelandBoardofEducation)reportsandsubmissiontotheDepartmentofEducationthereisabarelyconcealedhostileundertoneespeciallytowardsgrantmaintainedintegratedschools…TherearefrequentcomplaintsintheBoard’sreportsaboutboththeprivilegedtreatmentandpositivediscriminationaccordedtointegratedschools…’(Scarlett,April1999)

ThePresbyterianChurchadoptedasimilarapproach.ExamplesofcommentsfromtheStateEducationCommitteeofthePresbyterianChurchinIrelandinthe1990’sareshownbelow:

“Wewelcomedgrantmaintainedintegratedstatusbuthopedthatthiswouldnotleadtoseriousdisadvantagetoothersecondaryschools”(1990)

“Concernhasbeenexpressedthatthedevelopmentofsomeexistingschoolshasbeenimpededbytheallocationoffundstoneighbouringintegratedschools.TheprincipleoffairnessshouldapplyacrosstheBoardandanyperceivedinequalitiesoughttobemonitoredandreported”(1991)“Legislationhasweakenedthechurchposition.ThusthereisnoplaceasofrightfortheChurchinthegovernmentofgrantmaintainedintegratedschools”(1995)‘ApositionpaperonIntegratedEducationisprintedbelow.PreparedasaresultofaninitiativefromourownCommitteeitwasunanimouslyendorsedbyourownBoard,attractedthesupportofoursisterChurches’BoardsofEducationandhasbeenlodgedwiththeMinister.Alreadyhehassaidthatheisengagedinarethinkontheimplementationofgovernmentpolicywithrespecttointegratedschools.’(PresbyterianChurchStateEducationCommittee,1996)‘Theassumptionhasbeenmadeandreceivedimmensepoliticalandfinancialsupportfromthegovernmentthatdenominationallyintegratededucationwillmakeamajorcontributiontotheresolutionoftheproblemsofacommunitywhichiscomposedoftwomajorreligioustraditions.TheChurchesarefirmlyoftheconvictionthatschoolsalonecannotdeliverthisgoalduetocertainbasicfactse.g.(i)integratededucationcannotbedeliveredinmanyofthemajorhousingareas,and(ii)itisconscientiouslyopposedbytheRomanCatholicChurchwhichhasstatedandadherestoitspolicyoneducation…


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TheChurchesremainextremelysensitivetotheirexclusion–bylawfromthemanagementofintegratedschoolsandtothereductionoffiftypercentoftheirrepresentationonschoolboardsofgovernorsconsequenttoanycontrolledschooloptingforcontrolledintegratedstatus…Goodschoolsinareaswhichintegratedschoolshavebeenestablishedareaffectedintwoways,(i)thereductionofenrolmentwithattendantcontractionofresources,and(ii)theremovalfromtheirparents’groupsoftheverypeoplewhowouldsupporteducationformutualunderstanding…TheChurches’preferredmodelofanintegratedschoolisthatofacontrolledintegratedandtheChurchesrecommendthatwhereverpossibletheDepartment,theAreaBoardsandtheChurchesconsultastothepossibilityofgrowinganintegratedschoolfromanexistingcontrolledschoolratherthanundertakeunnecessaryadditionalpublicexpenditure’(PresbyterianChurchStateEducationCommittee,1996)Howeverby1999thereisevidenceofanimprovingrelationshipbetweenthePresbyterianChurchandtheintegratedsector:

‘TalkshavetakenplacebetweentheTransferorsRepresentativesCouncilandarepresentativeofNICIE.TheTRCwaspleasedtolearntheimportanceNICIEplacesonaChristianethosinschoolsanddiscussionsareongoingaboutformingacloseworkingrelationship…

Bothbodieshaveagreedtoassistinbuildingeffectiverelationshipsbetweenthelocalministerandtheintegratedschoolclosetoacongregation’.

TheviewoftheMethodistChurchinIrelandfollowsasimilarpatterntotheChurchofIrelandandPresbyterianChurches,althoughtheconcernsareexpressedlessstrongly.Initiallyverypositivecommentswelcomingintegratededucationchangetostatementsofconcernoverthedefinitionofintegrationandconcernsoverintegratedschoolsdivertingfundingfromexistingschools.StatementsfromtheReportsandAgendaoftheMethodistConferencedemonstratethis:

‘DuringtheyearmembersoftheexecutivevisitedtheCollege(Lagan)andwerewarmlyreceivedbytheChairmanoftheBoardofGovernors,theHeadmistressandmembersofstaff.TheCollegewasassuredoftheinterestandsupportoftheMethodistChurch.’(MethodistChurchBoardofEducationNorthernExecutive,1985)

‘Appreciationwasexpressedofthestresslaidonintegratededucation...’(1989)

‘Someteachersandgovernorsinthecontrolledsectorareoftheopinionthattheintegratedschoolsarebetterfundedthananyothersector...

Theongoingreviewofthestatutoryrecognitionofintegratedstatusisbeingcloselymonitored.TheMinisterhasnowpresentedguidelinesconcerningthewayforwardandmanyquestionshavetobeanswered.NotleastoftheseisthecriteriawhichtheDepartmentiswillingtoaccepttodeterminewhatlegallyconstitutes“integratedstatus”.TheChurchhas


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alwayswelcomedintegratedstatusifitisthewilloftheparentssotodetermine...Howeveritisimportanttodrawadistinctionbetweenchoosingthiscourseofactiontoachieveintegrationandnotjustasawayofachievingbetterfinancialallocation.Anotherfactorwhichgivescauseforconcernisthatthereisanumberofschoolswhichinpracticeareintegratedbutbecausetheydonotmeetthestatutorycriteriacannotbetermedunderthelawintegrated.’(1997)

Todate,noneofthechurcheshaveplayedaformalroleinthedevelopmentofintegratededucationinNorthernIreland.Thechurcheshavetendedtoprioritisetheprotectionofexistingschoolsoverwhichtheyhavegovernance,oversupportfororinvolvementinthedevelopmentofintegratededucation.CatholicclergyhaveexpressedclearoppositiontoCatholicparentssendingtheirchildrentointegratedschoolswhileProtestantclergyhaveexpressedalevelofsupportthatisconditionalonintegratedschoolsnotimpactingnegativelyonschoolsonwhichtheyaretransferors.Previousresearchhascommentedonthis:‘Oncethefirstschoolshadbeenestablishedtheattitudeshiftedfromonewhichcouldhavebeencharacterisedas'wedon'twantit,butitwon'thappenanyway'toonewhichsawtheintegratedschoolmovementasunwelcomebuttoosmalltohavetoworryabout.Therehasalsobeenaproblemforthe'establishment'institutionsinthatalthoughtheymaydisapproveofintegratedschoolsithasbeenquitedifficulttofocusopposition.Itishardtoobjecttoparents'wishtoinfluencetheirchildren'seducationortocondemnanorganisationwhichhasasoneofitscentralaimsthedesiretoimprovecommunityrelationsandendsectarianviolence.Thisambivalenceisclearlyseenintheattitudeofthechurches,particularlytheRomanCatholicchurch,whichontheonehandsupportstherightofparentstochoosetheappropriateeducationfortheirchildrenbutontheotherseekstoensurethatallCatholicchildrenareeducatedinCatholicschools.’(ValerieMorgan,SeamusDunn,EdCairns,GraceFraser,1999)‘GiventhatbothChristiantraditionshadeffectivelyovertheyearsdevelopedtheirownsectorswithvariousprotectionsandstatefinancialsupport,itwasperhapsinevitablethattheCatholicandProtestantchurchestendedtoadoptdefensivepositionsregardingtheideaofsharedschooling’.(Ellis,2006)ThissituationisnotwhatACThadoriginallyenvisaged:

‘Inour1976policydocumententitledACTonSharedSchools,weenvisagedapartnershipbetweentheschoolandsupportiveclergyintheenhancingofreligiouseducation,pastoralcareandsharedworship.Webelievethatthe


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keyareaforthechurchesinintegratedschoolsisinstrengtheningtheirwholeChristianethos.Thisisstillourview.’(C.Linehan,M.Kennedy,SrAnna,1993)

ThefoundersoftheintegratedmovementmadeanearlydecisiontodevelopaclearChristianethoswithinintegratedschools: ‘TheACTMovementinthinkingaboutintegration,spentlonghoursontheissueof“ethos”…thereweretwopossibleavenueswhichthemovementcouldtake:1. Recognisethestrengthsandseparateidentitiesofexistingschoolswhich

have,almostall,stronglinkswiththechurches,andcreateacompletelysecularsystemwithnochurchinvolvementandnoreligiousinputtothecurriculum.

2. Recognisethestrengthsandidentitiesofexistingschoolswhichhave,almostall,stronglinkswiththechurches,andcreateacompletelynewsystemofschoolswithnodirectchurchinvolvement,butwithastrongChristianethosandatmosphereandanecumenicalapproachtoreligiouseducation.

…ACTandthosepioneeringthinkingatthattimewerenotconvincedthattheroutetotakewasthefirstone,secularschools…Thesecondoptionwaschosen…butchosennotasinanywayinferiorbutasmorelikelytobeeffective.’(Brown,2000) Asthenumberofintegratedschoolsgrewsodidthenumberandrangeofparents,governors,principalsandteachers.ThishasresultedinanongoingdebateoverthepolicyandpracticeofChristianethoswithintheschools:‘Thedebateovertheextenttowhichtheschoolsshouldbe'Christian'intheirethosandhowthisshouldaffecttheattitudetotheparticipationofteachers,parentsandchildrenofotherreligiousbackgroundsornoneis…producingarangeofstrongopinions.ThisclearlyechoessomeofthedebatescurrentlysurfacinginBritainabouttheplaceofreligiouseducationinmultiethnicschools.’(ValerieMorgan,SeamusDunn,EdCairns,GraceFraser,1999)Having briefly outlined the historical context of relationships with thechurches and Christian ethoswithin integrated schools, this reportwillnowpresentthefindingsoftheresearchtohighlightthecurrentsituationin2007/2008.


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3 TermsofReference

Thetermsofreferenceoftheresearchstudywereasfollows:

AimsoftheResearch

Thereweretwomainaimsoftheresearch:

1) Theprimaryaimoftheresearchwastoassessthecurrentroleofthe

churcheswithregardtointegratedschoolsinNorthernIreland

2) Thesecondaryaimoftheresearchwastoexaminepracticeregarding

ChristianethoswithinintegratedschoolsinNorthernIreland

ObjectivesoftheResearch

Theresearchhadfiveobjectives:

1) Tosurveyandanalysethenatureoftherelationshipbetweenthefour

mainchurchesandtheintegratedsectorinattitudinalterms

2) Tosurveyandanalyse thenatureof this relationshipat the levelof

existingpracticewithintheintegratedsector

3) Toformulateapictureofhowindividualschools interpretChristian

ethosinpractice(includingthecommoncoreREcurriculum)

4) To identify models of good practice in church/integrated school

relations

5) Tohighlightrelevantissuesforintegratededucationinthecontextof

religious, political, educational and policy changes in Northern

Ireland


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4 ResearchMethodology

The agreed methodology for achieving the aims and objectives of the

researchwithintheresourcesavailablewasasfollows:

(a)InitialMeetings

A series of initialmeetings took place between the researcher and the

research commissioners todiscuss thebackground to the research, the

primary focus, the proposedmethodology, to gather initial information

anddetailsregardingstakeholders,andtoagreethedatesforthevarious

meetings.

(b)ResearchAdvisoryGroup

A Research Advisory Group of key stakeholders was established to

supportandadvisetheresearch.Thegroupmetat thebeginningof the

researchtocommentonthemethodologyandthemainsurveytooland

again towards the end of the study to discuss the draft report and

findings. The members of the Research Advisory Group are listed in

AppendixI.

(c) DeskResearch

The researcher carried out a review of relevant research and

background information including relevant policies and reports

(government, education, schools and churches) existing research,

archive material (e.g. reports and press cuttings), websites and other

secondarysources

AlistofthemainsourcesofinformationisintheBibliography.


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(c) SchoolsSurvey

A central part of the researchmethodologywas amajor survey of all

integrated schools in Northern Ireland. The survey (See Appendix II)

asked the schools a series of questions about their relationships with

churchesandtheirapproachtoChristianethoswithintheschool.

Followingalettertoallschoolsexplainingthebackgroundandpurpose

of the research, the survey was circulated by email to all 62 existing

integrated schools in October 2007. The email was then followed up

withaseriesoftelephonecalls,tomaximisetheresponserate.Surveys

were either returned by post, fax or email or completed through a

telephoneinterview.

By theendofFebruary2008,a totalof44schools6hadcompleted the

survey,aresponserateof71%7.

(d) KeyStakeholderInterviews

Another key aspect of the methodology was a series of 36 semi‐

structured interviews carried out with a sample of key stakeholders

including representatives of the four main churches, ACT, NICIE, the

Catholic Council for Maintained Schools (CCMS), the Transferors’

RepresentativeCouncil(TRC)andtheDepartmentofEducation.

Interviews were also carried out with principals, teachers, parents,

governors,localclergyandstudentsinasampleofintegratedschools(4

Grant Maintained Integrated Primary Schools, 2 Grant Maintained

Integrated Colleges, 2 Controlled Integrated Primary Schools and 1

ControlledIntegratedCollege).

6Twoschoolsdeclinedtoparticipateinthesurveyandsixteenschoolsdidnotrespondtothevariousletters,emailsandtelephonerequests.7Thissamplesizegivesan8%marginoferrorfora95%confidencelevel.


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Theinterviewsexploredtherelationshipbetweenthechurchesandthe

schoolsand thepracticeofChristianethoswithin schools.A listof the

intervieweesisinAppendixIII.

An opportunity to contribute comments to the research was also

providedontheNICIEwebsite.

(e)Report

A draft research report was presented for discussion and then a final

draftofthereportwascompleted.

(f)LaunchSeminar

ThefinalreportwaslaunchedataseminarinJanuary2009attendedby

arangeofkeystakeholdersincludingthosewhohadparticipatedinthe

research.Thepurposeoftheseminarwastodiscussthefindingsofthe

research, to discuss the main issues for consideration and to identify

practical recommendations for the future in light of the research

findings.


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5 IntegratedSchoolsandtheChurches

5.1ChurchesandIntegratedSchools

(a)LinkswithChurches

Whenschoolswereaskedthequestion‘Howimportantarelinkswithlocalchurchesforyourschool?’

• 50%ofrespondentssaid‘VeryImportant’.

• 43%ofrespondentssaid‘Important’.

• 7%ofrespondentssaid‘Unimportant’.

• Noneoftherespondentssaid‘VeryUnimportant’.

Whenschoolswereaskedthequestion‘Doesyourschoolactivelytrytodeveloplinkswithlocalchurches?

• 91%ofrespondentssaid‘Yes’

• 9%ofrespondentssaid‘No”Whenaskedhowtheydevelopedtheirlinkswithchurches,theschoolsindicatedthattheycontactedlocalclergybyletter,telephone,emailandonetoonemeetingsandthroughexistingpersonalcontactsofstaffmemberswhoarealsomembersoflocalchurches.Theschoolsindicatedthattheydevelopedlinksthroughactivitiessuchas:

• Invitationstospeakatassemblies• Invitationstospecialeventsintheschool• Useofchurchesforschoolreligiousservices• Visitstochurches


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Schoolswereaskedthequestion‘Withwhichchurchesdoesyourschoolhavearelationship?’InrelationtothefourlargerchurchesinNorthernIrelandtheresponseswere:

• ChurchofIreland: 73%• RomanCatholic8: 68%• Presbyterian: 66%• Methodist: 41%

25%ofschoolshadarelationshipwithaBaptistChurch.

7%ofschoolsansweredthattheyhadarelationshipwith‘alllocalchurches’andoneschoolsaidtheyhadarelationshipwithnochurches.

Relationshipswithotherchurches/faithcommunitiesmentionedbyasmallnumberofschoolswere:

• ElimPentecostal(2schools)• Brethren(2schools)• ChurchoftheNazarene(1school)• NonSubscribingPresbyterian(1school)• Mormon(1school)• Jehovah’sWitness(1school)• SalvationArmy(1school)• GatewayChurch(1school)

(b)ClergyVisitsWhenasked‘Howoftendoclergyfromeachofthesechurchesvisityourschool?59%ofrespondentssaidclergyvisitedtheirschoolatleastonceaterm.Themainresponseswere:

• Atleastonceaweek:16%• Onceamonth:16%• Onceaterm:27%• Occasionally:16%• Never:14%• RomanCatholicPriestdoesnotvisit:14%

8Theuseoftheterms‘Catholic’and‘RomanCatholic’arecontentiousinNorthernIreland.Inthisreport‘RomanCatholic’isusedtorefertothechurchinstitutionandtheterm‘Catholic’isusedtorefertothecommunityorindividualsofthistradition.Inquotesfrominterviewsandsurveysthetermusedinthereportisthesametermthatwasusedbytherespondentorinterviewee.


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(c)RoleofChurchesWhenschoolswereaskedwhichroleslocalchurchesplayintheirschool,theresponseswereasfollows:

• Pupilvisitstochurches:80%• Conductof/participationinworshipinschoole.g.inassemblies:77%

• Conductof/participationinworshipinchurchservices(mainly

Christmas,HarvestandRomanCatholicSacramentalServices):73%

• Useofchurchpremisesforschoolevents:66%

• Preparationforsacraments:66%

• Informalcontactwithstaff:52%

• Involvementofchurchstaffotherthanclergy(e.g.youthworkers):48%

• Pastoralrole:32%

• TeachingofRE/supportforREteachers:34%

• Formalchaplaincyrole:20%

• BoardofGovernors:16%(d)UnsuccessfulAttemptstoEstablishaRelationship

Whenasked‘Arethereanylocalchurcheswithwhichyouhavetriedunsuccessfullytoestablisharelationship?’

• 41%ofrespondentssaid‘Yes’• 54%ofrespondentssaid‘No’

Oftheschoolsthathadtriedunsuccessfullytoestablisharelationshipwithalocalchurch:

• Tenschools(23%)hadbeenunsuccessfulintryingtoestablisha

relationshipwithaRomanCatholicChurch.Commentsincluded:‘TheRomanCatholicpriestwillnotvisitourschool’‘Catholicclergyarefriendlybutwon'tcomeintothebuilding.’‘TheRomanCatholicChurchwillnotvisitus’


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• Threeschoolshadbeenunsuccessfulintryingtoestablisha

relationshipwithaPresbyterianChurch.

• TwoschoolshadbeenunsuccessfulintryingtoestablisharelationshipwithaFreePresbyterianChurch,twoschoolshadbeenunsuccessfulintryingtoestablisharelationshipwithaMethodistChurchandoneschoolhadbeenunsuccessfulwithaCongregationalChurch.

Inresponsetothequestion‘Ifclergyhavedeclinedtobecomeinvolvedinyourschool,whatreasons,ifany,havetheygiven?’respondentscommentsincluded:

‘Theparishpriestdoesnotagreewithintegratededucation,thereforedoesnotwanttovisitusbuthegoesalongwiththesacramentsandthepreparationinvolvedinit.’

‘Thelocalpriesthasbeeninvitedonquiteafewoccasionsbutdeclineswithoutreason.’

‘Theydon'tagreewithit,it’sverybluntsayingtoparishionersthatanintegratedschooleducationisnotacceptableandagainstthewishesoftheChurch.’

‘HeisnotallowedtobytheBishop.’

‘HeisveryclearthataschairmanoflocalMaintainedSchool,hecan'tbeseentobesupportinganintegratedschool.’

‘WearecarefulnottoputDiocesanCatholicclergyinthepositionofhavingtorefuseduetotheBishop’s(present)policy.Wearefortunatetohaveanotherpriestcomingregularly.’

‘Thereisusuallynoreasongiven,noreplyorarebusyandcouldnotmakeit.’

Severalintervieweesalsocommentedonthedifficultiestheyhadexperiencedinattemptingtodeveloplinkswithchurches:

‘WefeltthatweweredoingGod’swillbybuildingbridgesandwefeltsoletdownthatwedidnotreceivewarmandwholeheartedsupportfromthechurches.Weputitdowntothemnothavingpowerandcontroloverintegratedschools–itseemstobetheonlyreason.Intheearlydaysweweresodisappointed…wesentoutinvitationstoseminarsandconferencesandtheynevercame.’(Interview)‘Wefeltovertheyearsthattheclergywhoshoutedusdowndidn’tknowwhatwentoninanintegratedschool–theyhadneverbeentooneandtheyseemedtodeliberatelymisunderstand.’(Interview)


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‘WeweredisappointedbecauseinplaceslikeLaganCollegewewerebendingoverbackwardstogetREandtheChristianethosright.’(Interview)

(e)LinksSevered

Whentheschoolswereaskedthequestion‘Haveyouexperiencedanyinstanceswherelinkswereestablished,thensevered,byclergy?’

• 80%ofrespondentssaid‘No’• 14%ofrespondentssaid‘Yes’

Theschoolsthatsaidyes,commentedonwhytheythinkthelinkwasseveredwithcommentssuchas:

‘Clergyhaveopenlyreferredtothelossofpupilsat‘theirown’parishschoolandoftheirviewthatchildrenshouldbebroughtupandeducatedwithinthechurch/schoolethos/environment.’

(f)PublicSupportorOppositionfromClergy

Whentheschoolswereaskedthequestion‘Haveyoureceivedanypublicsupportforyourschoolfromlocalclergy?’


Examplesgivenoftheformthispublicsupporthastakenincluded:

‘Whentherewasathreatoftheschoolclosingthelocalchurchesshowedtheirsupportbysendingletters.’

‘Whenweopenedanewnurseryunitthelocalpriestcamealongtotheopening.’

‘AttheofficialopeningthePresbyterian,MethodistandCatholicclergyattended.’

‘Theygiveusmoralsupport,comeinonvisitsandtheChurchofIrelandallowuseoftheirroomsandchairsetc.’

‘ThePresbyterianchurchnextdoorloansuschairs,crockeryetc.’

‘LocalCatholicclergyhavemadeitclearthatweareaschooloftheparishannouncementsaremadefromthepulpitandintheparishbulletin–thesameastheCatholicschools.ThereissimilarinformalsupportfromotherchurchessuchastheBaptistChurch.’


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‘Wehadspokensupport–sayingwhatagreatjobwe’redoingwiththechildren’sspiritualdevelopment.’

‘TheRomanCatholicclergymanendorsestheschoolethosandhassaidsoinpublicbulletins.’

‘CardinalBradyhasalwaystreatedusinthesamewayhehasotherparishschools.HisendorsementandthatofthethenparishpriestsetthesceneforallotherCatholicclergy.’

‘PublicsupportismorelikelytocomefromProtestantclergy.OneexampleofpublicsupportfromCatholicpriestwhothankedtheschoolforpreparingstudentsforconfirmationfromthealtarandanattemptfromanotherpriesttoincludeourstudentsinparticipation(readingsetc)atconfirmation.’

‘TheChurchofIrelandsupportusbylettingususetheirchurchforservicesandrenttheirhallforexams.’

Severalintervieweesalsospokeofsupportfromlocalchurches:

‘Thelocalchurchesareactivelyinvolvedintheschool.Theministersandpriestareverypositive.Theyseemtoworktogetherwell…thereisanopennessandfriendlinessamongthemandtheyworkwithusinplanningevents.’(Interview)

Whentheschoolswereaskedthequestion‘Haveyoubeenawareofanyovertoppositionbyclergytowardsyourschool?


Examplesgivenoftheformthispublicoppositionhastakenincluded:

‘Therewashostilityfromclergyandalackofacceptance.Aftereightyearsopinionbegantochangebutithastakenanothersevenyearssincethentohavealmosteveryoneonboard.’

‘Somediscouragementaboutenrollingchildrenreportedbyparents.Onestatementduringasermonencouragingparentsnottouseintegratededucationwasreportedbyparentsandstaff.’

‘ItisfairlyobvioustousherethattheRomanCatholicchurcharenotparticularlysupportivetointegratedschoolingingeneral.Howeverourlocalpriestdoeseverythinginhisremittosupportuswithoutupsettinghisclergyhierarchy.’

‘Thelocalpriestmentionedhisdisgustinthepulpit–sayingaperfectlygoodCatholicschoolalreadyexists.’


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‘AtaconfirmationservicetheBishoppresidingopenlytoldparentsthattheyshouldsendtheirchildrentoCatholicschoolschildrenfromourschoolwerebeingconfirmedbyhim.Thelocalpriesthasmadepersonal/homevisitstoconfrontfamilieswhohavemadetheintegratedchoice.’

‘Thepriestdoesnotencouragechildrentoattendthisintegratedschool…hehasspokenfrompulpitanddiscouragedparentsduringpastoralvisits.Theparishschoolisconstantlysupportedandthechildrenfromthisschoolareignored.’

‘Twentyyearsagoalltheclergyvoicedtheiropinionsloudly.’

‘Intheearlydays,wehadtheannualpronouncementsfromthepulpit(RomanCatholic)abouttheobligationonCatholicparentstosendtheirchildrentoCatholicschools.’

(g)DifferentFaithCommunities

Inresponsetothequestion‘Doesyourschoolhavearelationshipwithotherfaithcommunities?


Amongtheschoolsthatdohavearelationshipwithotherfaithcommunities,examplesgivenofhowlinksweredevelopedincluded:

‘Bahá'í parentshavecontributedtoassembliesasaresultoffamilylinks.’

‘WehavechildrenoftheHareKrishnafaithsowegetadviceonthisfromtheirparents.’

‘WevisittheSynagogueinBelfastandhaveinvitedtheRabbitotheschool.WearealsotryingtoestablishasimilarlinkwiththeMuslimcommunity.’

‘ThroughparentswhoareBuddhistandBahá'í.’

‘Theschool’scommunityrelationsprogrammeincludesadaylongvisittoMuslim/Indianfaithcentrestoexplorefaith/culturalissues.’

‘OvertheyearswehavehadanumberofMuslimstudentsweheldaconferenceforMuslimsandofferfacilitiesforprayer.’

‘WehaveHareKrishnaparentswhocomeintotalktothechildrenandalsowehave"called"prayerforMuslimchildren,onanindividualbasis.’

‘LinkswiththeMuslimcommunityaredevelopingthroughcontactwithparents.OntwooccasionsaMuslimleaderwasinvitedtoexplainhisfaithtoseniors.’


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(h)SchoolsDecliningApproachesfromaFaithGroup

Inresponsetothequestion‘Hasyourschooleverdeclinedanapproachtodeveloplinksfromachurchorotherfaithgroup?’


Amongthefewschoolsthatdiddeclineapproachesfromafaithgroup,themainreasongivenwasconcernsthatanevangelisticgroupwasintendingto‘usetheclassroomforevangelisticpurposes.’

(i)Conclusions

ThevastmajorityofintegratedschoolsinNorthernIrelandregardlinkswithchurchesasimportantandactivelytrytodevelopsuchlinkswithlocalchurches.MostintegratedschoolshavearelationshipwithChurchofIreland,RomanCatholicandPresbyterianChurches.Themaintypesoflinkwithlocalchurchesarepupilvisitstochurches,conductofworshipinschoolandchurchservices,useofchurchpremisesforschooleventsandpreparationforRomanCatholicsacraments.Themajorityofintegratedschoolsarevisitedbyclergyatleastonceaterm.However,twofifthsoftheschoolshavetriedunsuccessfullytoestablisharelationshipwithalocalchurch.JustunderaquarterofintegratedschoolshavebeenunsuccessfulintryingtoestablisharelationshipwithalocalRomanCatholicChurch.Morethanhalfoftheschoolshavereceivedpublicsupportfromlocalclergy.Justoverathirdoftheschoolshaveexperiencedpublicoppositionbyclergy,mainlyCatholicclergymakingpublicstatementsdiscouragingCatholicparentsfromchoosinganintegratedschoolratherthanaCatholicschool.Justoverhalfofintegratedschoolsdonothavearelationshipwithotherfaithcommunities.Amongthejustunderhalfofschoolsthatdohavearelationshipwithdifferentfaithcommunities,thistendstobedevelopedthroughparentswhoareMuslim,Bahá'í,Buddhist,HareKrishnaorHindu.Thevastmajorityofintegratedschoolshaveneverdeclinedanapproachtodeveloplinksfromachurchorotherfaithgroup.


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5.2CatholicChurchinIreland

OfthefourlargerchurchesinNorthernIreland,theRomanCatholicChurchistheonewithwhichintegratedschoolshad,andcontinuestohavethemostchallengingrelationships.

Whenaskediftheyhadanyothercommentstheywouldliketofeedintotheresearch,themajorityofcommentsrelatedtotherelationshipwithCatholicclergy.Commentsincluded:‘IfeelthatCatholickidsareatadisadvantagebecausethepriestrefusestovisittheschoolonapastoralbasisbuttheProtestantclergydo.’‘TheCatholicchurchdoesnottreatourchildrenequallytochildrenintheMaintainedSector’‘WehavealwaysbeenandremainkeentodevelopourrelationshiptothepointwherelocalRomanCatholicclergywillentertheschool.’Howevernotallcommentswerenegative:‘TheCatholicChurchallowsustohaveourownseparateservicesforcommunionandconfession.Wearetreatedequallywithotherparishschools.’

Thesurveyfoundthatalthough23%ofintegratedschoolshadbeenunsuccessfulintryingtoestablisharelationshipwithaRomanCatholicChurch,themajority(68%)ofintegratedschoolsdohavearelationshipwiththeirlocalCatholicclergy.

Experiencesdifferfromschooltoschool.Positiverelationshipswerehighlightedbyanumberofschools:

‘Thepriestcomesinandtakesclassesandliturgies.Wehaveacloserelationshipandheknowswedoagoodjob.’(Interview)

Relationshipswereparticularlydifficultintheearlyyearsofintegratededucation.

‘TheCatholicChurchandlocalCatholicschoolswereextremelyhostileinthebeginning…weseemedtobesteppingontoesandtheybelievedanotherschoolwasnotneeded…Thelocalpriestwouldn’tallowthechildrentobeconfirmedintheirownparish–Catholicchildrenweren’twelcomeintheirownparish!...WehadalongbattletogetourownFirstCommunionbutwepersisted,wedidn’tgiveupwespokeforthechildrenwhowerebeingtreatedassecondclasscitizens…Wehadtobattleonfor10yearsanditwasverydifficultandverystressfulforparents…butthereisanagreementnowandthelocalclergyaremoresupportive…butIwouldstillliketoseetheparishpriestcomeintotheschooltotakeassembly.’(Interview)


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‘WhenintegratedschoolsweresetupmyperceptionistheRomanCatholicChurchdidnotwholeheartedlyorwarmlysupportit…althoughtheProtestantchurchesweren’tthatwholeheartedeither.’(Interview)

‘InthepastitwascommonthatweweredenouncedfromCatholicpulpits.InthepastyearIknowofanexampleofaparishpriesttellingparentsfromthepulpitnottosendtheirchildrentothelocalintegratedschool.’(Interview)

‘Therehasbeenalotofveryclearopposition.TheCatholichierarchywanttokeeptheCatholickidsinaCatholicSchoolandtheyareafraidoflosingsomecontrol.SomeCatholicPrimarySchoolshavebeentoldtohavenothingtodowithusandsomeoftheirprincipalshaveapologisedthatwearenotallowedintotheirschoolstoinformtheirpupilsabouttheCollege.Howeverothershavewelcomedusin–itseemstobedependentontheparishpriest.’(Interview)

Relationshipscontinuetobeuneasyinvariousways:

‘Weinvitedtheparishpriesttocometotheschoolandhecame–hesaidhewasuncomfortablebutwashereforthechildren.’(Interview)

‘Ifitwasn’tforthesacraments,theCatholicChurchwouldnotbeinvolvedintheschool…andinthepastourchildrenweretoleratedratherthanincluded…soit’sbetterthatwehaveaseparateschooleventforfirstcommunion–itinvolvesallthechildrenandisanopportunitytocelebratedifference.’(Interview)

‘YoucouldarguethatCatholicchildrenmightnotgetenoughdoctrineinanintegratedschool…onehouraweekisnotenoughinaCatholicschoolitispartoftheformaldayeveryday.(Interview)

‘CatholicclergyaccepttheprincipleofparentalchoicebuttheysayintegratededucationshouldnotbethechoiceforaCatholicparent.’(Interview)

AfewintegratedschoolshavedecidednottoinvolveanyclergyintheirschoolbecausetheyhavebeenunabletoinvolveCatholicclergy.

‘TherehasbeenareluctancetoinviteclergyintotheschoolbecausetheCatholicswouldn’tcome.’(Interview)

‘Ihaveneveroncebeeninvitedtotakeanassemblyattheintegratedschoolnextdoor.ItappearsthatiftheRomanCatholicChurchchoosesnottobeinvolvedthenIamexcludedundersomeequalitybasis’(Interview)

HoweverasomeintegratedschoolshavebeenabletoinvolveCatholicclergyfromReligiousOrdersinplaceswerediocesanpriestswillnotvisittheschool.


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AnumberofintervieweespointedoutthatCatholicclergydonottakeregularAssembliesinCatholicschoolsinthesamewaythatProtestantclergytakeassembliesincontrolledschools:

‘CatholicclergydonottakeAssembliesinCatholicSchoolsexceptperhapsforaspecialmass.’(Interview)

‘ThereislessofatraditionoftakingassembliesbyparishpriestsinCatholicschools’(Interview)

MostintervieweeswereunabletociteawrittenCatholicpolicyonintegratedschoolsinNorthernIreland.

‘ThereisnowrittenCatholicPolicyStatementonintegratededucation…thepositionisthatitistherightoftheparentstoidentifyandmaketherightchoiceofaschool…TherehasbeenachangefromtheexpectationthatallCatholicchildrenwillgotoCatholicschools.Forexamplethereisarecognitionthatthismightbethechoiceformixedmarriages.’(Interview)

Themostconsistentpoliciessuggestedfromtheexperienceofintervieweeswerethat:

• Parentshavearighttochoosehowtoeducatetheirchildren• Catholicparentsareencouragedtoeducatetheirchildrenwithina

Catholicschool• TheimportanceofgivingCatholicchildrenanidentityinaCatholic

school• BishopsdonottakeuptheinvitationtoappointCatholicgovernors

totheplacesallocatedtothemwithintheBoardofGovernorsoftransformedControlledIntegratedSchools

However,whenitcomestotherelationshipbetweenCatholicclergyandlocalintegratedschoolsthereisadiversityofapproachesamongCatholicDiocesesanddifferentCatholicclergy:

‘Oneofthefirstquestionsotherparents,particularlyCatholicparentsaskeduswhenwewerestartingtheschoolwas“willreligiouspreparationbeprovided?”TheBishoptoldusitcamedirectlyfromthePopenottohaveCatholicchaplainsinintegratedschools.ThelocalparishsaidtheywerewillingbuttheirhandsweretiedanditwascomingfromtheBishop.AtfirsttherewasovertcriticismandalotofourearlyintakeofCatholicsweren’tpracticing…butoncewewereupandrunningwewereslottedin…itwasallverysuperficial;theydidwhattheyhadtodo.Theydidn’twanttoprovidepreparationforthesacramentsthroughtheschoolbuttheyputateacherintouchwithustocomeandpreparethechildren.’(Interview)

‘Iamnotawareofanypolicythatpriestsaren’tallowedtogointoanintegratedschool.TheChurchacceptsthatpeoplewillmaketheirowndecision...MostpriestsarepreparedtosupportthepreparationforthesacramentsinintegratedschoolsandmostBishopsarequiteacceptingofthis.’(Interview)


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IntervieweesconsistentlyhighlighttheimpactofthepersonalviewsofindividualCatholicclergy:

‘It’sverymuchapersonalapproach–priestsdotheirownthing.’(Interview)

‘AsanREteacherandaRomanCatholicIfeelabitletdown.Theformerpriestinthisareawasverygoodwithus–theproblemwashislinemanager.’(Interview)

‘Thelocalparishpriestisaregularvisitortoboththeprimaryandpostprimaryintegratedschoolsinthisarea…itdependsonindividualclergyandtheintegratedschool.’(Interview)

‘ItwouldbegreattohaveallclergycomingintointegratedschoolsbutCatholicpriestsfinditdifficultandIthinkweneedtoaddressthis…Ithinkthepersonalapproachisveryimportant’(Interview)

InsituationswheretherearedifficultrelationshipsitisinterestingthatsomeintervieweesexplainedthisasaresultofthepersonalviewsofthelocalparishpriestwhileothersindicatedthatthiswasaresultofthepolicyoftheirBishop.

Asignificantfindingisthataconsiderablenumberofintervieweestalkedaboutwhattheycalleda“softening”oftheapproachofCatholicclergyinrecentyears,whichtheytendedtodescribeas“pragmatic”.

‘Therehasbeenahugechange…initiallyintegratededucationwastaboo–nowit’sintheparishbulletin!’(Interview)

‘’Theyhavedrawnbackfromdenouncingusfromthepulpitandtheyareinterestedintheapproachof‘integrating’educationandpromotingacultureoftolerance…locallytheytrytofindanaccommodationthatdoesn’tbreaktherules.’(Interview)

‘Iamamazedathowmuchprogresstherehasbeeninrecentyears…Icantbelieveit–thereisasenseofvaluingourchildrennowandifparentsarewillingtobringthemupintheFaithitshouldbevalued.’(Interview)

‘TheapproachoftheCatholicChurchhasmellowedforpragmaticreasons–the62integratedschoolsarenotgoingtogoaway.’(Interview)

‘Theparishpriestcameintotheschoolonemonthagoforthefirsttimeintwentyyears.’(Interview)

‘WearenowbeingactivelyinvitedouttoCatholicprimaryschoolstospeaktoP7sandwenowhavechildrentransferringtousfromtheCatholicsectorthatpreviouslywouldn’thavecomenearus...infactwegettheleastnumberofchildrenfromthelocalintegratedprimaryschoolwhichfeedsmoreintoGrammarSchoolsoutsideofthiscommunity,becauseparentsthereperceiveGrammarastheonlyeducationfortheirchildren’(Interview)


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‘TheCatholichierarchyarestillhesitant.Aretheygoingtoneglectthespiritualeducationoftheirchildren?Theirapproachismorepragmaticthanallembracing.’(Interview)

‘InthepasttheparishpriestdraftedalettertoalltheprincipalsofalltheCatholicprimaryschoolssayingwewerenottobeallowedintotheprimaryschoolstotalkabouttheIntegratedCollege.Itwasalsosaidatmassthatwewerenotallowedtosendourchildrentoanintegratedschool.Butthathaschangednowbecauseparentsspeakupmorenowanddon’twanttobedictatedtobytheChurch.’(Interview)

‘TheparishpriestherehasbeenveryupfrontinhisinvolvementinourschoolandhassaidsoinfrontoftheBishop.Somepeopleintheparisharesupportiveandothersarenot.Heisaverybraveman…anditwouldbehardtowindbackprogressnowifanotherparishpriestcameinwhowaslesssupportive.’(Interview)

‘IfyouhaveaninterchurchmarriageoraCatholiccouplewhothinkthisistherightwaytogothenthat’stherightoftheirchildren.InthepastthepolicywasforusnottogointointegratedschoolsbecauseparentsshouldbesendingtheirchildrentoCatholicschools,buttherehasbeenasoftening.NowMaintainedSchoolsareseenasnotjustforCatholicsandthereisagreateremphasisontoleranceandrespect.’(Interview)

‘TheapproachoftheRomanCatholicChurchisverydifferentfromtenyearsago.It’snotperfect–wearestillseenasathreatandtheybelieveaCatholicchildwillloseoutatanintegratedschool,buttherehasbeenasoftening...anewBishopbringsnewhope…HoweverDiocesanpriestsstilldon’tfeelfreetocomehere–theyareneverintheschool’(Interview)

ThesechangesarealsoreflectedinanincreasedemphasisondiversitywithinCatholicschools:

‘TheSecondVaticanCouncil(196265)initsDecreeonChristianEducationclearlyembracedthebeliefthat,througheducation,people“shouldbeopentodialoguewithothersandwillinglydevotethemselvestothecommongood”(GravissimumEducationis,Para1).Thereisanexplicitdemandthateachschool“byprovidingfriendlycontactsbetweenpupilsofdifferentcharactersandbackgrounds…encouragesmutualunderstanding”(para5).

Catholicschools“arenolesszealousthanotherschoolsinthepromotionofcultureandinthehumanformationofyoungpeople.Itis,however,thespecialfunctionoftheCatholicschooltodevelopintheschoolcommunityanatmosphereanimatedbyaspiritoflibertyandcharitybasedontheGospel.”(Para8).’(BuildingPeaceShapingtheFuture,2001)

‘CatholicschoolsexisttomeetthewishofparentswhodesireaCatholiceducationfortheirchildren.’(BuildingPeaceShapingtheFuture,2001)


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‘Inprinciple,therefore,Catholicschoolsareopentochildrenofalldenominations.Indeed,thepresenceofchildrenfromotherdenominationsisseenasenrichmentoftheeducationexperienceofferedbytheschoolandasapracticalexpressiontothecommitmenttoinclusivity.’(BuildingPeaceShapingtheFuture,2001)

AjointRomanCatholic/ChurchofIrelandschoolopenedintheRepublicofIrelandin2005.oGaelscoilantSliDala,anIrishmediumprimaryschoolinBallaghmore,BorrisinOssory,CoLaois,openedinSeptember2005.ItwasthefirstschoolinIrelandtobeestablishedunderjointpatronageoftheRomanCatholicChurchandtheChurchofIreland.

‘We welcome the possibility for the new venture in joint patronage of aprimary school.Therequest forour jointpatronagewasmade in the firstinstancebytheparents’groupatBallaghmore.Whilethisisanewentityinthe conceptof patronageofprimary schoolswearehappy to support therequest of our parents that their new school should incorporate a firmChristian ethos that it is highly respectful of both traditions. WecongratulatetheBallaghmoreMuintirNaTireCouncilintheworktheyaredoingtoensurethatthereiseducationalprovisionforthechildrenoftheirareawhowishtoreceiveaChristianprimaryschooleducationthroughthemediumof Irish’. (StatementofBishopWillieWalsh andBishopMichaelMayes,2007)

In2000,representativesofthefourmajorchurches,supportedbytheDepartmentofEducation,tookpartinastudyvisittoEnglandtoseeseveralJointChurchofEngland/RomanCatholicFaithSchoolsinaction.Accordingtothe“JointProtestant–RomanCatholicSchool,CollegesandUniversitiesDirectory2007”thereare16suchschoolsinEnglandandWales.AsharedfaithschoolisnotauniqueconceptinBritain,wherechurchattendanceismuchlowerthaninNorthernIreland.

‘…perhapsatownhasnotenoughCatholicstofillaschool,theChurchofEnglandwantstoexpandandthelocalauthorityiskeentoreducethenumberofschools.InseveralcasesthechurcheshaveclubbedtogetherratherthanrisklosingwhatmightbetheonlyChristiansecondaryschoolinthearea.’(Combe,2006)

TheStudyVisitin2000resultedinverypositivecommentsfromparticipantsfromtheProtestantchurches.Forexample,theMinutesoftheMethodistConferencein2000stated:

“WecontinuedtoresearchtheareaofIntegratedEducationandwesharedinanecumenicalvisittoschoolsinHarrogate....Thiswasaprofitablevisitthatgaveustheopportunitytoviewanecumenicalinitiativeinintegratededucation.Thetwoschools,oneChurchofEnglandandotherRomanCatholic,committedtointegratingtheir6thformpupils,representedamodelthathasmuchtoencourageusinthepursuitofapossiblewayforward.’(MinutesofMethodistConference,2000)


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However,ideasofinitiatingresearchtoexploretheideaofapilotforNorthernIrelandhavenotprogressed.SeveralintervieweesbelievedthebarriertofurtherdevelopmenthasbeencompetingprioritieswithintheDepartmentofEducationandalackofenthusiasmtowardstheidea,particularlyfromtheRomanCatholicChurch.

‘IttookgreatvisionandleadershipofthetwoBishopsinLiverpooltomakeajointschoolmodelwork.Wediscussedapilotandascopingstudy,butitdiedadeath.TheMaintainedSectorisorganisingseparatelyforlocalareaplanningnowsoIamquitedisillusioned.TherewillbeverylittlemovetointegrationunlessthereisachangeinstancefromtheRomanCatholicChurch,andtheDepartmentofEducationappearstorunshyofthis.’(Interview)

‘TheJointFaithSchoolsideaseemstohavebeenovertakenbyotherprioritiesineducation,butitwouldimportanttorevisitthisintime.’(Interview)

IntervieweesspokeoftheirhopesforanimprovedrelationshipbetweenintegratedschoolsandtheIrishCatholicChurchinthefuturebutbelievedtherewouldbeongoingchallenges:

‘TheCatholicChurchshouldappointsomeonetolookseriouslyatthisissue–itisanextremelyimportantissue.’(Interview)

‘IwouldliketoseeCatholicpriestsintheirpastoralrolereachingintointegratedschoolsandCatholicchildrenatintegratedschoolsbeingtreatedequallybypriests.’(Interview)

‘…thereappeartobenewmessagesbeingsentbytheCatholicChurchabouttheneedforfaithbasedschoolstodevelopawelcomeforotherfaithsandmoreinclusivepractices.Supportersiftheintegratedmovementmaywellaskiftheseaspirationswillallowchangesingovernanceandstaffprofilestodemonstratemeaningfulinclusion.’(Ellis,2006)

‘IwouldliketoseetheCatholicChurchprovidingGovernorsforCatholicTrusteesintransformedschools–Iwouldliketoseethatformallyapproved.’(Interview)

‘Iwouldliketoseeanactivedesiretosay‘Howdoweshapenewwaysofsharing?Howcanwecreatenewwaysofbeingtogether?ButattheminutetheCatholicEducationSectorisdevelopingseparateareabasedplansandtheControlledandIntegratedSectorsarenotconsulted.’(Interview)

‘ProtestantChurcheshavebeenpositiveaboutintegratedschoolsbuttheCatholicChurchhasnot.Butit’snotgoingtoworkunlessCatholicsareinvolvedthereisanecumenicalstrengthinusworkingtogether.’(Interview)

‘Itseemslikeweareina‘truce’now,buthowdowenegotiatenewwaysofbeingtogether?Canwebecreative?Canweworkonsomelocalpilotstogether?Secularismiscoming!’(Interview)


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‘FollowingtheBainReporttheremaybeahalttonewdevelopmentanditmightbemoreaboutintegratingschools.Therearesomeexcitingideasaboutmoresharingbuttherehastobeawilltodoit…theonusisonthesectorstofindcreativewaysofsharingspace,staff,facilitiesmanagementetcforgreatercollaboration.’(Interview)

‘TheProtestantChurchesarenothavingdifficultconversationswithRomanCatholicsaboutthisinordertomaintaingoodrelations…ThereneedstobeamoreembracingpositionandattitudetointegratedfaithbasedschoolsfromtheRomanCatholicChurch,inareaswherethatitpossible.’(Interview)

RelationsbetweenintegratedschoolsandtheRomanCatholicChurchhaveclearlyimprovedinmanyplacesoverthepast25years.However,difficultiesremainwhichcontinuetohaveanegativeimpactonrelationsbetweentheintegratedsectorandtheRomanCatholicChurch.Inadditiontothis,wherethereisalackofdiscussionthiscanalsohaveanegativeimpactuponrelationsbetweenCatholicsandProtestantsinNorthernIrelandingeneral.

‘The Roman Catholic Church’s stance on integrated education…is notintendedtobesectarian,itisaboutidentity,ethosandcommunitybuilding.But in a societywhere the dividing lines are so substantial that in placesthey are built in brick and metal, the general refusal to engage in theconversation about integrated education at best tends to harden theboundariesbetweenRomanCatholicsandProtestantsthroughsuspicionofthe Catholic Church’s motives, and at worst lends itself to belittlingProtestantorStateeducation.Itisimportanttonoteinthisexamplethatitisnotaquestionofwhetherornot integratededucation isseenasagoodthing in and of itself. That is a wholly other discussion. Rather it is thedestructive patterns of relating engendered by refusing to enter intodiscussionwhich attract the judgement of being sectarian.’ (Cecilia CleggandJosephLiechty,2001)

5.3ChurchofIreland

Thesurveyfoundthat73%ofintegratedschoolshavearelationshipwiththeirlocalChurchofIrelandclergy,thehighestpercentageforanychurch.NoneoftheschoolshadbeenunsuccessfulintryingtoestablisharelationshipwiththeChurchofIreland.

IntervieweesindicatedthattherewasnowrittenpolicyontherelationshipoftheChurchofIrelandtointegratedschools.

AfewintervieweesbelievedtheChurchhadnotbeensupportive:

‘TheChurchofIrelandhasbeenambivalent,neversayinganythingopenlyinfavourofintegratededucation.’(Interview)


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‘TheChurchofIrelandhasbeenlukewarm–theyhavehadnorealhearttochangethesystem…Theylookmoretotheirlossof‘wishingwehadneverhandedourschoolsover’ratherthanconsiderwhatcouldhavebeengainediftheyhadendorsedintegratededucationasawaytoadvanceamorepeacefulNorthernIreland.’(Interview)

However,thegeneralviewwasthattheChurchofIreland,whilenotproactiveinthedevelopmentofintegratededucation,issupportiveofintegratedschoolsaslongastheydonotimpactnegativelyoncontrolledschools.Commentsincluded:

‘TheChurchofIrelandhasnowrittenpolicyonintegratededucation.Howeverspeechesandstatementsaroundlegislationforintegratededucationwasinitiallylargelysupportive…butwhenintegratedschoolsbegantobecomeathreattotheControlledSectortowhichtheChurchhadanhistoricallink,thentheChurchofIrelandbecameneutralandneverreallydevelopedapolicy…’(Interview)

‘TheChurchofIrelandwascarefulandconcernedaboutprotectingcontrolledschoolsbutnowtheyhavebecomeverycourageousintheirsupport.’(Interview)

‘ThereisnoChurchofIrelandpolicyonintegratedschools.Themaindifferenceisthatwearelessinvolvedintheclassroomsinintegratedschools.’(Interview)

‘TheChurchofIrelandhasbeensupportivebuthasnotwantedtobeatloggerheadswiththeirCatholiccounterparts’.(Interview)

‘TheChurchofIrelandhasacceptedthatintegratededucationwasthere,buttherewasnopolicydecisiontoactivelysupportit.Howevertheydonotdiscourageparentswhochooseit.‘(Interview)

‘Thereisasenseoflossintransformationofcontrolledschoolstointegratedstatus–onesideexperiencesthelossbecausenoCatholicschoolhasevertransformed.’(Interview)

‘Themajorworkofreconciliation,thechurchesbelieve,mustbetackledinthecontrolled,maintainedandvoluntarygrammarschoolsectors.Accordinglythechurchesarebeginningtospeakoftheneedfor“integratingeducation”inadditiontointegratededucation’.(Ellis,2006)


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5.4PresbyterianChurchinIreland

ThesurveyfoundthattwothirdsofintegratedschoolshavearelationshipwiththeirlocalPresbyterianChurch.

ThreeschoolshadbeenunsuccessfulintryingtoestablisharelationshipwithaPresbyterianChurch.

Followingaseriesofconcernsaboutintegratededucationduringthe1990’s9,in2000theStateEducationCommitteeoftheChurchencouragedPresbyterianministerstoplayafullpartwithinintegratedschools,withastatementcommendingtheChristianethoswithinintegratedschools:

‘The1996GeneralAssemblysupportedtheprincipleofControlledIntegratedEducationwherethereislocaldemandforintegratedschoolprovision.SincethattimetheChurchhasincreasinglycometoappreciatethespiritualvaluewhichNICIEiscommittedtofosteringaspartoftheintegratedschoolsethosandacknowledgesthewelcomeaccordedtoministersofreligionintointegratedschools,notonlyonthebasisofthestatutoryrightofentry,butalsoashavingasignificantroleinthespiritualandmoralformationofchildrenandyoungpeopleandashavingacontributiontomaketotheoverallworkandlifeoftheschool…

Ministersareencouragedtovisittoplayasfullapartintheirlocalintegratedschoolsastheywoulddointhecontrolledsector.’

(PresbyterianChurchStateEducationCommittee,2000)

IntervieweeshighlighteddifferentattitudestointegratededucationwithinthePresbyterianChurchdependentontheviewsoflocalclergyand/orcongregations.Commentsincluded:

‘TheapproachofthePresbyterianChurchhasbeenacuriousmixtureincludingsomegreatadvocatesforintegratededucation.Itseemstobedecidedlocally.’(Interview)

‘LocalPresbyterianscanbeinterestedornotinterested–itdependsontheclergy.’(Interview)

‘ThetwoPresbyterianchurcheshavebeenpositiveandwehaveaHarvestServiceinoneofthePresbyterianChurcheseveryyear.’(Interview)

‘Insomesituationstheministermightbewelldisposedtotheintegratedschoolbutneedstobesensitivetotheviewsofthecongregation.’(Interview)

9‘AtonepointthePresbyterianswereactivelyagainstameetingbetweenNICIEandtheTransferorsRepresentativeCouncil.’(Interview)


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‘IntheearlydaysthePresbyterianclergyandelderswhoweresupportiveofintegratededucationwerealsothosewhoweredisinclinedtopickfightswiththeCatholichierarchy…theywerethemoreecumenicallyminded…HoweverovertheyearswhenpeoplebegantorealisethatintegratedschoolstookREandChristianethosseriously(moreseriouslyincontrastwithsomecontrolledandGrammarSchools)moreconservativePresbyterianshavebecomemorecomfortablewithintegratedschools.’(Interview)

‘ThefocuswasoftenontheCatholicclergywhowereoftensayingnotointegratedschoolsandthattooktheheatofftheProtestantclergy.’(Interview)

‘ItishardtogetaconsistentPresbyterianviewonintegratededucation.SomehavetheologicalconcernsandotherslikeourChristianethos.’(Interview)

IngeneralintervieweesfeltthatPresbyterianChurch,whilenotproactiveinthedevelopmentofintegratededucation,issupportiveofparentalchoiceandencouragesitsministerstoplayafullpartwithinintegratedschools.Itissupportiveofintegratedschoolsaslongastheydonotimpactnegativelyoncontrolledschools.Commentsincluded:

‘ThePresbyterianChurch’spublishedviewshavebeenfairlypositive…encouragingparentsintheirfreedomtochoose...Integratededucationisseenasverylaudablebutthechurchesmightbeexpectedtobemoresupportive…supporthasbeensomewhatmutedataformallevelbuttherearegoodrelationshipswhereintegratedschoolsdidn’tthreatenothercontrolledschools.’(Interview)

5.5MethodistChurchinIreland

Thesurveyfoundthat41%ofintegratedschoolshavearelationshipwiththeirlocalMethodistChurch.

TwoschoolshadbeenunsuccessfulintryingtoestablisharelationshipwithaMethodistChurch.

SeveralintervieweesindicatedthattheMethodistChurchhadbeenthemostsupportiveofthefourmajorchurchesinNorthernIreland.

‘TheMethodistshavebeenthemostconsistentlypositiveandsupportiveChurchtowardsintegratededucation.’(Interview)

‘Methodistshavebeenthemostunequivocalintheirsupport’(Interview)

‘IhaveneverheardanythingotherthansupportfromtheMethodistChurch.’(Interview)


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‘OurChurchwouldliketoseeaControlledSchooltransformratherthanclosebecauseanewintegratedschoolhasopened.’(Interview)

Onceagainthereisnoclearwrittenpolicy.IngeneralintervieweesfeltthattheMethodistChurch,whilenotproactiveinthedevelopmentofintegratededucation,issupportiveofparentalchoiceandintegratedschoolsaslongasthisdoesnotimpactnegativelyoncontrolledschools.

‘ThereisnoclearwrittenpolicyinMethodismbuttherehavebeenstatementsduringtheMethodistConferenceovertheyears…TheChurchhasbeensupportivetobringingpupilstogetherfromdifferentbackgrounds,ratherthanjustaweebitofEMU,butaslongasthisdoesnotresultintheclosureofanotherschool.’’(Interview)

5.6OtherProtestantChurches

ThesurveyfoundthataquarterofschoolshadarelationshipwithaBaptistChurch.

Intervieweestalkedaboutpositiveworkingrelationshipsinsomeareas:

‘Whenweweregettingstartedweinvitedallthechurchestoouropeneveningsbutnoonecame…thentheBaptistpastorcametoapologisefornotcomingandonbehalfofthelocalInterChurchGrouptosaythatthechurchesarefullysupportive.’(Interview)

‘EachBaptistchurchisautonomoussoIdon’tknowaboutotherBaptistchurchesbutweseetheintegratedschoolsequally...andthereisahealthyrespect.’(Interview)

‘Baptistshavebeenpragmatic.Ifthereisaschooltheretheywillbeinvolved,buttheywontbeaguidinglightinsettingitupandthereisabigdiversityamongBaptists–it’smoreaboutthelocalcongregation.’(Interview)

SeveralintervieweesreferredtotheologicalconcernsaroundworshipwithCatholics:

‘TherehavebeenoccasionswhenBaptistswithdrewtheirchildrenfromeventswhereCatholicclergywereinvolved.’(Interview)

‘Baptistsseemtohaveadifficultyintakingpartinpublicwithotherclergy.’(Interview)

CommentsregardingothersmallerProtestantdenominationsincluded:

‘WehavesomeBrethrenchildrenwhooptoutofAssemblyandwetrytoaccommodatethemasbestwecan.’(Interview)


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‘WearewellsupportedbythePresbyterian,ChurchofIrelandandMethodistChurchesandthelocalCommunityChurchprovidesacounsellingservice.’(Interview)

‘SmallerchurchessuchasChristianFellowshipChurchandVineyardhaveawarmandopenattitudetointegratedschools.TheexceptionhasbeenFreePresbyterians,whohavetheirownschools,andsomeElimPentecostalChurcheswhohaveconcernsbecauseoftheirtheologicalviewofCatholics.’(Interview)

5.7DifferentFaithCommunities

Justoverhalfofintegratedschoolsdonothavearelationshipwithotherfaithcommunities.Amongthejustunderhalfofschoolsthatdohavearelationshipwithdifferentfaithcommunities,thistendstobedevelopedthroughparentsratherthanthroughformallinkswithreligiousleaders.Commentsincluded:‘WewelcomeparentswhoareJehovah’sWitnessesandthosewhohavenoreligiousbeliefs.TheirchildrencanbewithdrawnfromAssembliesiftheywish.’(Interview)‘OurPakistanichildrenareMuslimsandwereinvolvedinourmulticulturaldaywhichincludedMuslimprayers…Inassemblieswesay“praytoyourGod”andatChristmasweincludehowdifferentgroupsandnationalitiesincludingMuslims,celebrateatthattimeoftheyear.’(Interview)‘WehavenoformallinkswithMuslimleadersbutwehavevisitsfrompeopleofotherfaiths.’(Interview)‘OurMuslimchildrensharedthemeaningofRamadanwiththeirclass.’(Interview)‘NICIEhasgoodrelationshipswiththeBelfastIslamicCentre,theSynagogueandtheHinduCentreandwearerepresentedontheInterFaithForum.WepromotelinkswithotherfaithsandwewereanadvocateforotherfaithsbeinginvolvedinthereviewofRE.’(Interview)


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6 ChristianEthosinIntegratedSchools

6.1Statement

(a)ChristianEthos

Whenaskedthequestion‘Doesyourschoolindicateinitsprospectus/missionstatementthatithasaChristianethos?’


Whenaskedthereasonforthisthemainresponsesgivenwere:

• Itisalegalrequirement• ItisintheNICIEStatementofPrinciples• Themajorityofchildren/parents/NorthernIrelandisChristian• Itispartofthevisionofthefounders/governors

Schoolswereaskedtochooseoneofaseriesofthesewordsthatbestdescribedtheirschool’sapproachtoreligion.Theresultswereasfollows:ALLFAITHSANDNONE 43%

CHRISTIAN 34%

ECUMENICAL 7%

HUMANIST 0%

MULTIFAITH 0%

SECULAR 0%

OTHER(mainlyaCombinationofChristianandAllFaithsandNone) 11%

IntervieweesdescribedtheapproachtoChristianethoswithinintegratedschoolsindifferentways.Forexample:

‘WetrytofollowtheNICIEPrinciples.OurAssemblieshaveaChristianslanttothembutnotattheexpenseofotherfaiths…Christianityisnotrammedatourstudents–it’saboutunderlyingvaluesofunderstandingandrespect.’(Interview)


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‘WehaveaChristianethoshere…it’sintheprospectus,butatopennightssomeparentsthinkthereisnoreligionatintegratedschools…butIthinkitwouldbedetrimentaltothechildren’sunderstandingofeachothertotakethisaway.’(Interview)

‘Integratedschoolshavealighttouchintheirapproachtoreligion,notacontrolapproach,andthisappealstoparents…Whatwefindinintegratedschoolsisnotreligion–it’sfaith.WedonothaveChristianreligioninintegratedschoolsintermsofformaldenominationsbeingincontrol.’(Interview)

‘Thereshouldbefreedomtoexpressyourreligiousbeliefswithinintegratedschools.’(Interview)

‘FormehavingaChristianethosmeansourschoolisbuiltonthevaluesthatChristtaughtandIthinkthatmakesusagoodschool.Iamtalkingaboutvaluessuchascitizenship,selfesteemandsenseofpurpose.’(Interview)

‘Wedon’tshyawayfromtellingBiblestoriesbutwearenottellingthechildrenwhattobelieve–it’snotourjobtotellyouwhattobelieve.’(Interview)

‘OurChristianethosisanimportantpartofourschool.Initiallyweidentifiedspecificfestivalstoincludeinourprogrammetoencouragesharing.Wedidnotfeelitimportantattheoutsettoinvolvelocalchurchesotherthantovisitthem.ItwasmoreimportanttoimpressourChristianidentityontheschool.Wemaynowwishtochangethispositionbutarefindingitdifficulttoknowhow.’(SurveyComment)

BillBrownofACThasdefinedChristianethosasfollows:

‘Amajorquestionremains:HowdoesoneensurethatschoolshaveaChristianethos?Somenegativesarerequiredfirsttomakethatfocusclearer.AChristianethosisnotachurchethosandtheintegratedschoolsarenot“churchlinked”schools.AChristianethosisnotonewhereanyareuncomfortablewiththeirownbeliefs.AChristianethosisnotonewherealternativeordifferentviewpointscannotbeairedeasilyordiscussed.AChristianethosisnotparochialorselectiveinanyway.Whatisitpositively?ClearlytheethosmustbecentrallyinformedbytheteachingofChrist:


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• Itacceptsallpupilsasequallyvaluableandvalid.Sotheallinclusive,allabilityintake,allunderoneroofphilosophyiscentral,“ForthereisneitherJewnorGreek,boundorfree…allone”.

• Itisnotjudgmentalorcondemnatorybutcaringandconcernedinitstreatmentofandapproachtopupils…”NeitherdoIcondemnyou.”.

• Itstressesthe“KingdomofGod”viewofcommunityandnotindividuals.Thustheallinclusivenotioniscentral.Atthesametimeeveryindividualisgivenspecialvalue.

• Itstressestheimportanceorrecognisingthespiritualdimensionofeveryoneandseekstodevelopeachperson’sspiritualquest.

• Itwelcomeslightfromanyquarter.• Itseekstorescuepupilsfromanarroworsectarianviewandrelease

themtoaworldperspective.• Itpromotestoleranceandadoptsanecumenicalperspective,

stressingcaringandconsiderationtoalldifferentorallinneed.• Itacknowledgestheparttraditionalreligionhasplayedinthis

communityandineducation,andwelcomestheinterestandinvolvementofthechurches,atthesametimepromotingbridgebuilding.

• Atitsheartistheconcernforconsistencyinalldealingwithparentsandpupilsandaguardedstanceagainsthypocrisyoranystancesuggestingsuperiority.

• Finally,theremustbeanacceptingandcooperativestancetowardsschoolswhicharedifferent’.(Brown,2000)

Theapproachofaparticularschoolisoftendependentonthepersonalviewsoftheprincipalandstaffoftheschool.

‘Itvariesalot–someschoolsarefullycommittedtoaChristianethosandothersaremorelaissezfaire–itdependsupontheprincipal’(Interview)

‘TheapproachtoChristianethosisoftendependentonthepersonalreligiousbeliefsoftheprincipal,butthereshouldbeanownershipbythewholeschoolcommunity.’(Interview)

‘IaminmythirdyearatthisschoolandIcameasPrincipal.MyobservationisthatthereisasignificantnumberofstaffwhohaveanevangelicalProtestantbackground.SadlythestaffisveryunderrepresentedwithRomanCatholicsandthosewehavedonotseemkeenonsharingtheirChurch'sfaithorpractice.Ifinditchallengingtointroduceandmaintainamorebalancedandfullyintegratedreligiousethos.Butthenleadershipischallenging.’(SurveyComment)

‘Someteachersareseenbyparentsasbeingtooreligious,butIampleasedthatthechildrencanexperiencedifferenceandIwouldlikeotherfaithstobeexploredmore.’(Interview)

‘HowdoyoumaintainaChristianethosifyourprincipalandstaffarenotpracticingChristians?Youcan’trequireit?’(Interview)


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ManyofthoseconsultedreferredtothechallengeofhavingaChristianethoswithinanincreasinglydiversesociety.‘Wealsospendafullmontheachyearexploringaworldfaithorculture.Wearekeenthatchildrenshoulddiscussaspectsofbelief,practiceorobservance.Weareawarethat20%ofparentsdonotwishtodeclareareligion,havenoneorareofanotherfaith.ItismypersonalviewthatthisgroupisnotproperlyrecognisedinthecontextofthedominantChristianethos.’(SurveyComment)‘YoucanhaveaverystrongChristianethosbutbeverywelcomingtootherfaithsaswell–exploringfaithtogetherisakeypartofintegrationinpractice.’(Interview)

‘Theyseemtohavemorechildrenfromotherworldfaithsanddoalotofdiversityworkintheschoolssuchasintegratingfestivalsintothelifeandworshipoftheschool–ithasbeendonewell.IwonderhowthisapproachwouldbereceivedinaControlledSchool–peopleexpectitinanintegratedschool.’(Interview)

Severalschoolshighlightedthechallengeofapproachingreligioninthecontextofnotjustanincreaseindifferentfaithsbutalsoanincreaseinsecularismandatheism.TheSummaryofEnrolmentsatIntegratedSchoolsbyReligion2007‐2008(NICIE,2008)indicatesabreakdownofpupilsbyreligionas:

• 42% Protestant• 39% RomanCatholic• 5% OtherChristian• 1% NonChristianFaith• 13% Other

Intervieweescommentedontheincreaseinpeopleofnofaith:‘Increasinglyourstudentswoulddesignatethemselvesasafaithgroupbutnotparticipateinorunderstandthatfaiththeyareculturalidentities.HoweveraperceptionwouldbethatProtestantgroupsarequickertoredesignateas‘other’thanCatholiccounterparts.Pupilsincreasinglynoteinsurveysthattheywantlessovertreligioninmassmeetings.’(SurveyComment)‘Withthegrowthofasecularcommunity…wehavenoticedatrendtowardsoptingoutofRE.Religionisplayingadifferentrolethesedaysasparentsarenotasinterestedinit.’(SurveyComment)‘Whenwesaythatweareanintegratedschoolforallfaithsandnone,thereispotentialtobemadeuncomfortable.GenuineAtheistsandAgnosticscanbeleftout.’(SurveyComment)


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InresponsetothechangesinNorthernIrelandsociety,during2007/2008NICIEhasbeencarryingoutaconsultationonareviewoftheStatementofPrinciples,whichincludedarephrasingofthesectiononChristianethosto‘Theintegratedschool,whileessentiallyChristianincharacterisopentothoseofallfaithsandnone…’(NICIE,March2008)

TheconsultationraisedsomedebateabouttheappropriatenessofaChristianethosinmanyschools.However,therewasnosignificantcallforthistoberemoved.

‘ChristianethosintheNICIEStatementofPrinciplesisacontentiousissueamongstaff,butweliveinapredominantlyChristiansocietyandourcatchmentareaispredominantlyChristiansowhyshouldn’twehaveaChristianethos?Parentstakethisintoconsiderationwhencomparinguswithotherschools.OfcourseitdependsonwhatyoumeanbyChristianethos–somepeopleassociateitwithchurchesratherthanvalues.Forusit’sanawarenessofspiritualityandapromotionofvaluesofunderstanding,caring,tolerance,respectandequality.’(Interview)

‘IntherecentNICIEconsultationonupdatingtheprinciples,therewasnogreatdesiretochangetheChristianethos…thereisnodriveforseculareducationinNorthernIreland.’(Interview)

‘ThefeedbackfromtheNICIEStatementofPrinciplesReviewConsultationwasthataverysmallminoritywereopposedtoaChristianethos.’(Interview)

However,therearevoiceswithinintegratedschoolscallingforamoresecularapproach:‘Howimportantisthisissuetotheschools?Intheearlydaysthereligiousdimensionwasveryimportant…adecadelateritappearstobenolongerapriority–otherthingsaremoreimportant.’(Interview)‘Someofthefoundersofourschoolwantednoreligionintheschool’(Interview)‘MyobservationsmostlyrelatetoanuneasewiththeapparentgrowthoffaithschoolsinEnglandandthedisappointingawarenessthatthisdescriptionmaywellbeappliedtoourintegratedi.e.Christianschools.Imustadmitthat,whenIfirstbecameinvolved,IwasnaiveenoughtobelievethatIwouldbehelpingtoworktowardstrueequalityofintegrationbetweenallpeoples.Ofcoursewepaylipservicetothisidealbut,infact,ourschoolsaredominatedbyexternalinfluencefromtheChristianchurches,withparticularprivilegeextendedtotheCatholicvariety…IsuspectthatitwasfeltthattheonlywaytheintegratedmovementcouldgetitselfupandrunninginNorthernIrelandwasbygivingcredencetotheChristianchurches.PerhapssobutIthinkwemighthavebeenbettertohavebittenthebulletandanticipatedtheexampleofoursisterbodyintheSouthbyadoptingasecularapproach.’(EmailfromaSchoolGovernor)


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Therearealsosomeperceptionsthatintegratedschoolsaresecularintheirapproach.Commentsincluded:‘Theremightbeaperceptionthatintegratededucationfavoursseculareducation’(Interview)

“Insomeintegratedschoolstheparentsdrivingitareangryatthechurchesandcanbequiteantichurch.’(Interview)

‘SomeclergyhaveaperceptionthatintegratedschoolsarenotstronglyChristianschools,thattheyareneutralorbelieveeverythingandanything,butthat’snotfairbecausetheirprinciplesarequiteclear.’(Interview)

Severaloftheschoolsconsultedexpressedadesiretofurtherdeveloptheirpolicyandpracticesinrelationtofaithissues:

‘Wewouldbekeentodevelopmorelinkswithchurches,tovisitmorechurchesandmostofalltohaveclergyvisitourschool.Otherschoolsseemtobelinkedcloselywithaparticularministerorpriestwewouldappreciatemoreclergyinvolvement.’(SurveyComment)

‘AftertwentyyearsthereareanumberofintegratedprimaryschoolssoaswetakeonmoreofamultifaithcultureitwouldbegoodtoexaminetheChristianethosmore.’(SurveyComment)

‘Wewouldbeveryinterestedtoknowhowtofundachaplaintofurtherourrelationshipwiththechurches.’(SurveyComment)

(b)Conclusions

ThemajorityofintegratedschoolsindicateintheirprospectusormissionstatementthattheyhaveaChristianethos.Mostoftheschoolsdescribetheirschool’sapproachtoreligionaseither“allfaithsandnone”orChristian.ThisreflectsanapproachthatisprimarilyChristian,butthatincludesarecognitionofpeopleofdifferentfaithsaswellaspeopleofnoreligiousfaith.Theapproachofaparticularschoolisoftendependentonthepersonalviewsoftheprincipalandstaffoftheschool.

ManyofthoseconsultedreferredtothechallengeofhavingaChristianethoswithinanincreasinglydiversesocietyandinthecontextofanincreaseinsecularismandatheism.However,therecentreviewofNICIE’sStatementofPrinciplesdidnotrevealademandforseculareducation.


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6.2Practice

(a) ChristianEthosinPractice

WhenaskedhowschoolsreflectedaChristianethosinpractice,themainresponsesfromrespondentswereasfollows:

• Assemblies: 45%• RE/Curriculum: 30%• Values/moralcode: 22%• Pastoralcare/caring: 18%• Respect/Tolerance: 19%

SomeschoolshaveputconsiderableenergyandattentionintohowtheyworkouttheirChristianethosinpracticeinawaythatisinclusiveofallthechildrenattheschool.‘ManyIntegratedSchoolsfaceuptoChristianethosinamorerigorouswaythanControlledSchoolswhereit’stakenforgranted.Theyhavetothinkouttheirethosandgatherconsensusonissuesandtheyseetherightofthechildrenandparentstobeconsulted…theyspenttimeandmoneyondevisingacurriculumfornonCatholicchildrentodowhenCatholicchildrenaredoingsacramentalpreparation.It’scalled‘DelvingDeeper’andit’sgoodstuff.’(Interview)

Insomeschoolsthisincludesawarenessofparentsorchildrenwhodonotwishtoparticipateinanyreligiousactofworship.Forexample:

‘WhenthereareprayersinAssemblychildrenofnoreligionareallowedtowithdrawfromtheAssemblyHall...sopeoplefromahumanistbackgroundarerespectedaswell.’(Interview)‘WeteachChristianityasthemainreligionlookingatallthemaindenominations.Childrenwhohavehumanist/atheistviewsetcmaybeifdesired,withdrawnfromRE.’(SurveyComment)

(b)ReligiousEvents

Theschoolsconsultedindicatedtheyhadmarkedthefollowingreligiouseventsintheirschoolinthepastyear:• CarolService/Nativity 93%• HarvestService 68%• Easter 43%• Sacraments(firstcommunion,confirmation,confession) 20%• AshWednesday 14%• Mass 14%• StPatrick’sDay 14%• RemembranceDay 7%


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OthereventstakingplaceinasmallnumberofschoolsincludedDiwali‐HinduFestivalofLightsandavarietyofspecialassemblies.

Whenaskedwhichreligiousactivitiestakeplaceintheschool,respondentsindicatedthefollowing:

• Weeklyreligiousassemblies 86%

• Dailyprayers 39%

• Faithbasedextracurricularclubs/activities 30%

• Dailyreligiousassemblies 27%

• Otherreligiousactivities 14%

Whenasked‘Whatpercentageofyourschoolassembliesincludeareligiousdimension?

• 57%ofrespondentssaid100%• 20%ofrespondentssaidbetween50‐99%• 14%ofrespondentssaidbetween20‐40%

(c) Contentious Religious Events

Whenaskedthequestion‘Havetherebeenanyreligiouseventsinyourschoolwhichhaveprovedcontentious?

• 70%ofrespondentssaid‘No’• 27%ofrespondentssaid‘Yes’Examplesoftheeventsthathadprovedcontentiousincluded:‘WeinvitedinatravellingBibleshow.ParentscomplainedbecauseapackincludingtheNewTestamentwashandedtoallthechildrenbutinsidetheNewTestamentwasasalesflyerpromotingthisparticularreligiousgroup.’‘StPatrick’sDayCelebrationslastyearwereseenascontentiousbyasmallgroupofparents.TheyfeltitwastoomuchofaCatholiccelebration’‘FollowingaBaptistpresentationwherethekidsdressupandtastefoodfromBiblicaltimesandlistentoBiblicalstories,asmallminorityofparentsobjected.’‘Wehavehadafewdifficultsituationsinvolvingseparatedparentswithdifferentviewsonreligion.’


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‘WeprovidedanopportunityforCatholicchildrentoobservethePope’sdeathbywatchinghisfuneralontelevisionandobjectionswereraisedbysomeProtestantparents.’‘Asatransformingschooleverythingwascontentiousforsomebodyintheinitialyears,suchasAshWednesday.Therewasafearoftheunknown,notpartofonegroup’sidentity,outsidetheircomfortzone…thelistisendless.’‘ThepastAshWednesdayweidentifiedanddiscussedissuesanditisnowwellplannedandworkingwell.’

(d)PolicyonReligiousSymbols

Inresponsetothequestion‘Whatisyourschool’spolicyonthedisplayofreligioussymbols?’therewasawiderangeofresponses.

• 30%ofrespondentsdidnothaveapolicyorwereintheprocessofdevelopingone

• 27%ofrespondentshadan‘openpolicy’inthatallreligious

symbolscouldbedisplayed

• 16%ofrespondentsdidnotpermitthedisplayofanyreligioussymbols

• 16%ofrespondentshadapolicyofonlydisplayingreligious

symbolsinaclassroomsettingsuchasanREclass

Therangeofresponsesincludedthefollowing: ‘Aswithotheraspectsofschoollife,balanceisseenasimportant:i.e.ifonefaithhasasignificantdisplaythisimpliesabalancingrecognitionoftheothermainfaith.’‘WedisplayaCrossandBible,picturesoftheLastSupperandaPapalBlessing.Theseweredecidedonfollowingconsultation.’‘WehaveaMaytableandanadventwreath.’‘Weareopentothedisplayofreligioussymbolsintermsofeducatingthechildrenandasasignofrespectforindividualbelief.’‘ChristiansymbolsarevisiblearoundcampusincludingseasonalsymbolssuchasAdventWreath,crib,LentenCrossandposters.Noflags,emblems,badgesorjewelleryetcofaperceivedsectariannatureareallowed.PoppiesareallowedtobewornaroundRemembranceDaywithanassemblygivingtheirmeaning.’


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(e)Conclusions

The main ways in which integrated schools reflect their ChristianethosisthroughAssemblies,theRECurriculumandpromotingvaluessuchasrespect,toleranceandcaring.Themajorityoftheschoolshaveweekly assemblies and over half of the schools include a religiousdimensioninallassemblies.

The two main religious occasions celebrated in the majority ofintegratedschoolsareCarol/NativityServicesandHarvestServices.Some schools have put considerable energy and attention into howthey work out their Christian ethos in practice in a way that isinclusiveofallthechildrenattheschool.

Most integratedschoolshavenothada religiousevent in the schoolthatprovedtobecontentious.Whereeventshaveprovedcontentiousthishasusuallyinvolvedcomplaintsbyasmallnumberofparents.

Mostschoolseitherhavenopolicyoranopenpolicyonthedisplayofreligioussymbols.


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7 ExamplesofPractice

Inthissectionofthereportanumberofexamplesofpracticearepresentedtopromotelearninginotherschools.

7.1 DrumraghIntegratedCollege

WithinitsMissionStatementDrumraghIntegratedCollegeinOmaghsaysthecollegeaimsto:

‘Embracethoseofdiversereligiousbeliefsandnone,whilstbuildingonaChristianethos.’

Theschooldefinesitsapproachtointegrationasfollows:

‘Integrationcreatesapositivelearningenvironmentwherestudentsgrowtogetherinreasonablybalancednumbersfromthetwomajortraditionsand,equally,reflectingthemanydiverseculturesthatlivewithinNorthernIrelandtoday.Thekeyaimsofintegrationinvolvetheprovisionofthehighestpossiblequalityofeducationforeachstudentandthefosteringofaninclusivelearningcommunitywhereallfeelwelcomed,valuedandinspiredtoexcel.DrumraghIntegratedCollegeisbasedonChristianvalues,whilstembracingdiversebeliefsandnone,andwepromotetheworthandselfesteemofallindividualswithinthecollegecommunity.Thecollegestronglyseekstobothdevelopandupholdrespectforoneselfandothers.

Integrationinvolves:

• Qualityeducationforall,includingthegiftedandtalented,themoreableandthosewithspecialneedsofanykind

• Embracingdifferenceanddiversity,includingthemainculturaltraditionsinNorthernIrelandandthosefromotherpartsoftheworld

• Childcentreeducation• Mutualrespect• Encouragingstudentstoactivelyhelpeachother• Celebratingtheachievementsofourstudents,whethertheyare

academic,sporting,practicalorcreative• Recognisingeffortaswellasachievement,andthepersonalbestofeach

individual• FosteringthegrowthofeachpersonwithinaChristianethoswhilstfully

embracingthoseofdiversereligiousbeliefsandnone• Strivingtoensurethatourstudentsfeelconfident,valuedandhappy


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Inpracticethecollegehasdevelopedgoodrelationshipswithlocalchurchesandanapproachtoreligionthatisvaluedbylocalclergy:

‘ThefourmainchurchesareinvitedtotakepartinspecialassembliessuchasHarvest,Christmas,EasterandAshWednesday…theyhavetalkedtousabouttheideaofputtingachaplaincyserviceinplaceandthereisawillingnesstoexplorethis…I’vealwaysenjoyedgoinginandfeelwelcomed.Theassembliesareverywellputtogetherandthereisadesireandwillingnesstoinvolveallofthechurches.’(Interview)

Theschoolhasintroducedaneducationalandmutualunderstandingdimensionaroundthecelebrationofreligiouseventsthataremorecloselyassociatedwithoneorothertradition.

‘ForspecialoccasionswetrytohaveaProtestant/CatholicbalanceforexampleAshWednesdayandLentandHarvestandRemembrance.Wewanttoincreaserespect,understandingandanacceptancethatpeoplecanpracticetheirreligion.SowehavebuiltaneducationelementintotheprogrammebeforeeventssuchasexplainingthehistoryofthepoppyorAshWednesday.Thishasreducedthelevelofcontentionoversuchoccasionsandclergyfromallthemaintraditionsattendtheseservices’(Interview)

Forexample:

‘AtonestagewehadcompletesegregationonAshWednesdaybutaworkinggroupwasestablishedwhodiscussedthisatlengthandwedevelopedanewapproachthatwasallabouteducationbeforehandleadinguptothespecialassemblies.’(Interview)

TheCollegedevelopedthisapproachtoAshWednesday:

‘AshWednesdayisthedayLentbegins.LentisasignificantperiodintheChristiancalendarandmarkspreparationforEaster.Ashesareabiblicalsymbolofmourningandpenance.AshWednesdayisadaynotonlyforputtingashesonone'shead,butalsoadayoffasting.LentisaChristianserviceandallstudentsareencouragedtoreflectontheirownlifeandtothinkaboutothers.ItismainlyRomanCatholicshoweverwhocelebrateAshWednesdayandhavetheirforeheadsmarkedwiththecrossofpalmash.

ToensurethatallstudentsunderstandthemeaningofLentandtoencouragerespectforthosewhochoosetoreceiveandwearashesandthoseinCollegeandthosewhochoosenotto,thefollowingarrangementshavebeenputinplace:

1. Education–duringformclasstodiscussthemeaningofLentasaChristianServiceandthesignificanceofreceivingandwearingashes.Toleranceandrespectforallencouraged.

2. AshWednesdayService–

a. KeystageAssemblies–PD/formteachertoescortstudentstoGH.b. Whenpossibletheservicewillbeheldintheafternoon.


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c. Studentsfromalldenominationsattendtheservice.d. KeyStage4/5servicewillbeheldbeforeKeyStage3–older

studentstoactasrolemodels.e. Representativesfromthemainchurchesinvitedtoattendandto

speakattheservice.f. Readingsandpresentationstoencouragereflectionandto

explainthesignificanceandhistoryofwearing/receivingashes.g. StudentswishingtoreceiveAshesdosoinanorderlymanner.h. EveryonetoreflectonPowerPointpresentationandreflective

musicplayingduringthedistributionofashes.i. Studentsleavethehallinsilence.’

TheprincipalandstaffofDrumraghCollegebelievethisapproachhasbeenofgreatbenefittotheirstudents:

‘Ourstudentslovelearningabouteachother–sometimestheyjustsitandcomparewitheachothertheirdifferentreligiouspractices.’(Interview)

‘Weactivelyeducateourstudentsthatintherealworldeveryoneisnotthesamereligion.Ourstudentsarenotsegregated–theylearntogether.Theyarenotfrightenedtogivetheiropinionandtheyknowtheyareallowedtoaskquestionsandtheywontbeshutdown.’(Interview)

‘Wearemostproudoftheopennessandconfidenceofourstudentsregardingfaithissuesandspirituality.(Interview)

Commentsfromstudentsconfirmtheeffectivenessofthisapproach:

• WeusedtobesplitupforREattheintegratedprimaryschoolbutnowweareallintogether.Nowwelearnfromtheotherstudents–Ipreferitthisway.

• IntheAshWednesdayServiceeveryonegoesandyoudecideifyouwanttogoupornottoreceivetheashes.It’sthesamefortheRemembranceService–everyoneattendsandyoucanchoosewhetherornottowearapoppy.It’sgood…weareacceptingeachother’sculturesanditsgoodtolearnandexperiencethingsyouwouldn’tbeusedto.

• I’venevermetastudentwhowasn’thappyabouttheapproachtoreligionintheschool.

• Ifeelclergyareinterestedintheschool.I’veneverheardanynegativestufffromclergyaboutourschool.

• Everyonegetsonandyoucanchatopenlywithoutbeingcriticised.It’sjustacceptedit’syourreligionandit’sthesameforpeoplewhodon’thaveareligion.

• You’renottoldtobelieveanything–you’rejusttoldthedifferentviewpoints.

• Wedon’tjustlearnaboutChristians.WelearnaboutotherreligionslikeIslamaswellandsootherswhoaren’tChristiancanfeelpartoftheschool.


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7.2 MillenniumIntegratedPrimarySchool

MillenniumIntegratedPrimarySchoolwasopenedin2000.SincethentheschoolhasdevelopedaparticularlygoodworkingrelationshipwithabroadrangeofchurchesandhasdevelopedaclearapproachtoChristianethosinpractice.

TheparentfoundersoftheschoolexploredtheapproachtoethosinotherintegratedschoolsastheydevelopedMillennium.

‘Whentheparentsgroupwasstartingtheschoolwelookedatdifferentintegratedschoolsandtheyallseemedtoapproachreligiousethosinadifferentway.Someschoolslikedtodrawaveiloveritandjuststickwiththecurriculumwhileotherswanttoexplorereligiousdifference…someparentswantedthechildrentoexperiencedifferenceandotherparentswantedtoavoidthedivide.’(Interview)

Astheschooldevelopeditwasdecidedtotaketheapproachofexploringreligiousdifference.Theparentsgroupfacedstrongoppositiontotheestablishmentoftheschoolatfirstandweregratefulforthesupportoflocalclergy.

‘TheChurchofIrelandministercametoallthepublicmeetingsaboutstartingtheschool.Hewasverysupportiveandputusintouchwiththeotherministers.Hewassupportiveatpublicmeetingswhentheschoolwasunderattack...heofferedmoralsupport.’(Interview)

TheschoolisbasedintheCarryduffareawhichhasahighrateofinterchurchmarriagesandastronginterchurchgroupwithexistinggoodrelationshipsbetweentheparticipatingthechurches.Thisappearstohavecontributedtogoodrelationshipswithawiderrangeofchurches.

Theprincipalplacedapriorityondevelopinggoodworkingrelationshipswithlocalclergyatanearlystage:

‘Ispoketoallclergyseparatelybeforetheycamein,explainingthatweputanemphasisonGod’sloveandtheneedtobesensitivetochildrenfromdifferenttraditions.’(Interview)

‘Webelieveinbeingpreparedtorespondtoanyoverturesfromchurchesandwerespondwhenaskedforanyinformationforsaytheparishbulletin.’(Interview)

Asdifficultieshavearisenfromtimetotimethishasbeenregardedasanopportunitytobuildstrongerrelationships.

‘Ithasbeendifficultattimes,butwehavetriedtobehaveappropriatelywhendealingwithdifficultissuesandthishasdevelopedtrustwiththechurches.’(Interview)


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Asaresultlocalclergymadeverypositivecommentsregardingtheschool:

‘Therelationshipisexcellent.FromtheveryearlydayswewereaskedtotakeAssemblyandwehavebeeninvolvedeversince.WehavebeeninvolvedregularlyinAssemblies…andwehavebuiltgoodtrustandrespect…asministersweknowourboundariesandtrytotieinwiththecurriculum.’(Interview)

‘TheyprimarilyhaveaChristianethoswhichseemstobeworkedoutverystronglyalthoughit’salsocrosscultural.Thekeyissueisthepersonalrelationshipsandthetrustandrespectfordifferences.Itcomesfromthekeypeopleandpersonalities…theprincipalandstaffareexcellent.’(Interview)

Alllocalclergyareinvitedtocomeinonceatermtotakeanassembly.

TheschoolhasagoodrelationshipwithElim,BaptistandChurchofIrelandclergywhoregularlytakeassemblies.TheBaptistChurchpresents“TheAmazingJourney”aninteractivejourneythroughtheBible,childrenhavevisitedanexhibitionintheBrethrenHallandtheSalvationArmyhasbeeninvolvedintheP1DedicationService.

TheschoolalsohasanexceptionallygoodrelationshipwiththelocalCatholicparish.Theparishpriestisverysupportive,comesintotheschoolandtreatsthepupilsaschildrenoftheparishinthesamewayaschildrenattendingtheCatholicschools.ProtestantchildrenalsotakepartintheCatholicchildren’sFirstCommunionService.

‘AtMasstheparishpriestsayswehavethreeschoolsintheparish–includinguswiththeCatholicschools’(Interview)

‘InpreparationforthesacramentsMillenniumchildrenareinvitedtoamonthlymasswhichisorganisesbythethreeschools(twoCatholicschoolsandMillennium).IseeitasaparishpreparationnotaschoolpreparationandsoMillenniumareveryinvolved.Theyhavesmallernumbersbuttheyarewelcomedverywarmly…Confirmationisaparishcelebrationratherthanaschoolcelebration.Thechildrenusedtobeinschooluniformsbutwethoughtthatwasdivisive…thefolkgroupinvolveschildrenfromalltheschoolsandithasworkedoutverywell–itisagreatsuccess.It’saboutcherishingallthechildrenoftheparishequally...anditsgoodthatotherP4scometothefirstcommunionaswell.’(Interview)

‘WehaveanoutstandingrelationshipwiththeCatholicChurchhereitsbeentheoppositeofmyexperienceinanotherintegratedschool.Ourschoolismentionedasapartofthecommunity’(Interview)

TheschoolaccessedsupportfromNICIEtodevelopitsapproachtoREandChristianethos.TheydecidedthatchildrenshouldnotbeseparatedforRE.TheteachersprovidewholeclassteachingandthenworkinsmallgroupswheretheCatholicchildrendopreparationforsacramentsintheirsmallgroupandProtestantchildrenuse“DelvingDeeper”intheirsmallgroup.


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‘IamnothappywithdividedRE–thatdoesn’tfitwithourintegratedethos.’(Interview)

‘Alloftheteachersplanfortheirownclassusingthe‘AliveO’materials.ThisistaughttothewholeclassandthenwesplitintogroupswhentheCatholicchildrendothepreparationworkandtheProtestantchildrenuse“DelvingDeeper.’”(Interview)

7.3 LaganCollege

LaganCollegewasthefirstplannedintegratedschoolinNorthernIreland.Fromtheverybeginning,thecollegeplacedanemphasisonhavingaChristianethosandaspartofputtingthatethosintopractice,establishedasharedCatholic/ProtestantChaplaincy.

‘TheideaofachaplaincywaspartoftheoriginalvisionofthefoundersofLaganCollege.TheytookadecisionearlyontohaveastrongChristianethosasanoutworkingofProtestant/Catholicintegratedethos.’(Interview)

‘LaganCollegewasthefirstschoolcreatedaspartoftheAllChildrenTogetherMovementwhichsoughttoeducatechildrenfromalltraditionsinNorthernIrelandtogether.Althoughnotlinkedtoanyonedenominationorchurch,thecollegewascreatedwithastrongChristianethosandaprominentplaceforREwhichwouldbetaughttochildrentogether,ecumenically…Historicallythechurcheshadnotembracedintegratededucation,andLaganCollegewassetupinpartwithaviewtodemonstratingthatintegratededucationwasavalidexpressionofChristianeducation.Evenwithouttheseexpedientfactors,thefounderswereconvincedthecollegeshouldbeChristianinnature.

LaganCollegehassincesoughttobebroadinitsChristiannature(i.e.notassociatedwithaparticularexpressionofChristianity),andisnotprimarilyconcernedwithChristianCatechesis,althoughitdoessupport,encourageandprovidethisonoccasion,whereitisdesired.Thebreadthofapproachmeansthatthecollegeisnotaplacewhereanyoneshouldfeeluncomfortablewiththeirownbeliefsandalternativepointsofviewcanbeheldanddiscussed.Christianfaithisnotsoughtasaconditionforadmission,employmentorassociation.Itishopedthateveryoneassociatedwiththecollegewouldhaveanunderstandingofitsethosandbebroadlysupportiveofit.PeopleofallfaithsandnonearewelcomeintheCollege.’(LaganCollege,March2007)


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Theapproachhasdevelopedovertheyears:

‘Inthefirsttenyearsinterestedclergy(includingaCatholicsister)cameintolookaftertheirownflockandtheymetinseparaterooms…howeverin1992aftermuchfundraisingtwofulltimechaplainswereappointed.’(Interview)

Theroleofthetwofulltimechaplainshasalsodeveloped:

‘AProtestantandCatholicChaplainareappointedbyGovernorstoworkasateamtoprovidespiritual,denominationalandpastoralcare.ThefacilitiesoftheChaplaincyareavailabletoallthestaffandstudentsofthecollege,ofalldenominationsandfaiths,andofnone.TheChaplainsareresponsibleforplanningandcoordinatingassemblies,involvingstaffandstudentsasmuchaspossible.HonoraryChaplainsfromvariousChristiandenominationsvisitperiodically,speakingatassembliesandmeetingwiththefulltimechaplains.Denominationalcare(e.g.preparationforsacraments)isprovided,attherequestofparents.’(LaganCollege,2008)

InpracticetheChaplaincyisinvolvedinarangeofactivities:

‘TheChaplaincyplaysaprominentpartinCollegelife.TheChaplainstakeajointecumenicalapproach,workingtogetherwhereverpossible.Aswellaspastoralcareofstaffandstudents,theChaplainscoordinatecollectiveworshipatassemblies.Thetoneofassembliesisintendedtobewelcomingandinclusiveandcanbeledbychaplains,membersofstaff,studentsandvisitingspeakers,includingHonoraryChaplainsfromvariousChristiandenominations.’(LaganCollege,March2007)

‘ThevariousaspectsoftheworkoftheChaplaincycanbelooselydividedintothespiritual,thepastoral,thedenominational,theintegrative,thesocialandtheadministrative.Theseoverlapinvariousandinterestingwaysinanyoneday,whetherwithintheChaplaincy‘hut’,aroundtheschool,intheclassroom,inthestaffroom,intheAssemblyHall,orwhetherwithstudents,colleagues,parents,pastpupilsorvisitors.’(LaganCollegeChaplaincy,2008)

Thisincludesworship,mainlythroughassemblies:

‘ThethemesforthelargerAssembliesfollowedtheseasonsoftheChurchYear,interspersedwithissuesofglobalandlocalconcern.SuchAssembliesareoftenlinkedwithfundraisingorcampaigningthroughouttheschool(seesectiononFundraising).RepresentativesfromChristianAid,TrocaireandConcerncametothelargeAssembliesatappropriatetimesthroughouttheyear.

WhileChristianthemesarestillthemainfocusinourschoolworship,weareincreasinglyawareoftheneedtoincludereferencetoandexplanationofparticularfeastsandcustomsofotherfaithtraditions.Thisyear,wehighlightedtheincreasinglymulticulturalnatureofourschoolcommunity.


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Throughouttheyear,staffmembersandstudentswereinvolvedinreadings,prayers,drama,music,lightandsound,andvisualtechnology.

Theusual‘special’extendedAssembliesatHarvest,Remembrance,Christmas,AshWednesday,andHolyWeekwereheldduringtheschoolday.ClimateChangewasthethemeofourHarvestAssemblyandthe“harvestofcoins”wasgiventothevictimsofthefloodinginAfrica,throughChristianAid.AspecialaspectofRemembrancethisyearwasthefocusontheBlitzinBelfastaswellasanoverviewofthehistoryoftheTroubles.Staffmemberssharedtheirownexperiencesandfamilymemories.TheChristmasAssemblyhadaspecialemphasisonhowChristmasiscelebratedinthehomecountriesofsomeofourstudents,e.g.SouthAfrica,IndiaandPoland.OurHolyWeekAssemblyfocusedonthesymbolsassociatedwithHolyThursday,GoodFriday,HolySaturdayandEasterSunday.Theuseofphotographsofthesesymbolsinvariousplacesthroughouttheschool,aswellastheactualsymbolsusedduringtheAssembly,gavefoodforthought.’(LaganCollegeChaplaincy,2008)

TheChaplainsalsoarrangeaseriesofvisitstochurches.Forexample,eachYear8classvisitsaCatholicandaProtestantChurch.OvertheyearstheChaplainshavemadecontactwithmorethan20churches.

Theroleofthechaplainsalsoincludesapastoraldimension:

ThechaplainscomplementtheroleofthePastoralTeamsbyprovidinga"dropin"facilityforallstudentsonadailybasis,atbreakandlunchtime.’(LaganCollege,2008)

‘TheChaplaincycontinuestobeasafeplaceforallstudentsandstaffofwhateverreligiousbackgroundorofnone.TheChaplainsareprivilegedtobeinvitedintothelivesofothers,sharingtheirjoysandsorrows…The‘dropin’facilityatbreakandlunchtimewasusedonadailybasis.Oftenbothroomsareusedsimultaneously.Moreformalonetooneappointmentsweremadewithstudentsgoingthroughadifficulttime,suchasbereavement,separationofparents,illnessinthefamily,bullying,conflictwithfriends,etc.DifficultyinmakingthetransitiontosecondaryschoolcanbeabigissueforsomeYear8students.Itisarealprivilegewhenstudentsaskustopraywithandforthemandtheirfamilies.IncreasinglyparentshavemadecontactwiththeChaplaincymainlyforpastoralreasons,throughphonecallsandvisits.ThelinkwiththeParents’CounciliskeptthroughSrAnne’sregularattendanceatthemonthlymeetings,duringwhichshekeepstheminformedabouttheworkoftheChaplaincy.’(LaganCollegeChaplaincy,2008)

‘Aschaplainsformanystudentswearethefaceofthechurch.’(Interview)

TheCatholicChaplainalsoprovidesdenominationalcare:

‘PreparationofstudentsfortheSacramentofConfirmationhasalwaysbeenpartofSrAnne’swork.Thisusuallytakesplaceafterschooloratlunchtime.Overthelasttenyears,over40studentshavebeenpreparedfor


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Confirmation.AfewofthesewerealsopreparedforBaptismandHolyCommunion.’(LaganCollegeChaplaincy,2008)

Thechaplaincyisalsoactiveinpromotingintegration,reconciliationandjusticeissues:

‘OurChristianEthosseekstodeveloptheCollegeasaplaceofreconciliation.Forgivenessandcompassionarepracticedasameansofdevelopingthewholeperson.ReconciliationinvolvesremovingbarriersbetweenallthosewhoshareCollegelife,thuspeopleareequippedtobringreconciliationacrossthedivisionsacrosstheworld.’(LaganCollege,March2007)

‘IntegrationisattheheartoftheChaplaincyandneedstopermeateeveryaspectofschoollife.ThefactthatLaganCollegewasfoundedwiththespecificintentionofbreakingdownthe‘dividingwalls’ofhostilityandignoranceinNorthernIrelandremainsafoundingimperativeandinspiration.ThechoicetobeaChristianschoolisalsocentraltothisfoundingspirit.Theprocessofintegratingincludesotherareasofdiversitysuchasability,specialneeds,gender,andtheincreasinggrowthindiversityofreligionandculture.Withtheconstantchangesinsociety,theimprovedsituationinNorthernIrelandandthedemandsofaneverchangingeducationalpolicy,itisimportantthatissuesofintegrationarekepttothefore.Theintegrationwedesireforourstudentsmustbemodeledamongstaff.NowthattheStormontAssemblyhasbeenupandrunningforayear,thereisanewclimateofhopeandconfidence.Yetthewoundsofhurtanddivisionrundeep,andthewallsofseparationstillstand.Thereisstillmuchworktobedoneandmanybridgestobebuiltacrossthecontinuingdivide…

TheraisingofawarenessofjusticeissuesisveryimportantintheworkoftheChaplaincy.ThisconcernisexpressedintheAssemblies,throughfundraising,andinparticularthroughtheJusticeGroup,madeupofYear13and14studentswhocometotheChaplaincyeachTuesdayatlunchtime.Thegroupfocusesmainlyonglobalissues...SchoolsAcrossBorders(SAB)wasanewandexcitinginitiativeintroducedtoSixthFormstudentsthroughtheChaplaincy.NineYear14studentsavailedoftheopportunitytolinkwithschoolsinIsraelandPalestineaswellaswithschoolsintheNorthandSouthofIreland.’(LaganCollegeChaplaincy,2008)(LaganCollegeChaplaincy,2008)

Todate,LaganCollegehasbeentheonlyintegratedschoolinNorthernIrelandtodevelopafulltimechaplaincyofthiskind.Afewschoolsconsultedinthesurveyexpressedaninterestindevelopingafulltimechaplaincybuttheysawalackoffundingforthisasthemainbarrier.


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In2008,LaganCollegecelebrated25years10ofitschaplaincywithabookletthatstated:

‘Prayershavebeenspoken,debateshaveragedandsilencehasbeenkept.Conversationsanddialogueshavetakenplace,someleadingtogreaterunderstandingbetweenpeople,someleadingtoreconciliation.ThereisnodoubttheChaplaincyisaspecialplace.’(Killick,2008)

7.4 MillStrandIntegratedPrimarySchool

MillStrandIntegratedPrimarySchoolinPortrushrecentlycelebratedits20thAnniversary.Toreflecttheethosoftheschool,itwasdecidedtoorganiseaspecialanniversaryeventwithaspiritualdimension,alongsidetheother20thAnniversarycelebrations.

Theschooldecidedtodevelopa‘WalkingCarolService’.ThisinvolvedatorchlightwalkandcandlelitCarolServicebetweentheRomanCatholicandChurchofIrelandchurchesinPortrush.Thelocalclergywereapproachedandagreedtofacilitatetheevent.

ThechildrenfromMillStrandmetfirstlyinStPatrick’sRomanCatholicChurchinPortrushforacandlelitCarolService.Followingtheservicethechildrenthenwalkedtogether,singingcarolsandcarryingtorches,throughthecentreofPortrushtotheChurchofIrelandChurch.TheChurchofIrelandRectorwelcomedthechildrenatthedoorofthechurchandthechildrensangacaroloutsidebeforeenteringthechurchhall.ThechildrenandtheirfamiliesthenhadrefreshmentstogetherintheChurchofIrelandhallandtherewasalsoacharitycollectiontosupportaprojectinMalawi.

Followingthesuccessoftheevent,theschoolisplanningtodevelopitfurtherinthefuturetoincludestopsduringthetorchlightwalktosingcarolsoutsideotherchurchesinthemainstreetenroutebetweenthetwochurches.

PositivefeedbackontheeventhighlightedtheuniquenatureofthewalkingcarolserviceasapublicsymbolofreconciliationinPortrush.

‘TheWalkingCarolServicewasverysymbolic.Itmadepeopleconfronttheprincipleofintegrationratherthanignoreit…itwasveryvisible,verytangible…Therewassomethingveryspecialaboutthatexperience–itwasverypowerfulforthechildrenanditwaspowerfulforusasparentswhoarenonchurchgoers.’(Interview)

10DuringthistimeLaganCollegehasbeenawardedboththeTempletonAwardandtheCoventryCrossofNails


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7.5 OakgroveIntegratedPrimarySchool

AsanexpressionofitsChristianethos,OakgroveIntegratedPrimarySchoolinDerry/LondonderryhasdevelopedaspecialannualP7assembly.TheassemblycelebratestheCatholicchildrenwhohavemadeconfirmation.ItalsocelebratesthepracticeofchildrenofProtestantandotherfaithsandcelebratesthetalentsofthechildrenofallfaithsandnone.

Parentsareinvitedtotheassembly.Catholicchildrenwhohavemadeconfirmationweartheirconfirmationclothesandtheotherchildrenweartheirschooluniforms.

TheCatholicchildrenexplainthemeaningofconfirmation,theProtestantchildrentalkabouttheirchurchesandotherssuchasMormonsandHindusexplaintheirfaith.Thechildrenwhodonotpracticeareligiousfaithtalkabouttheiruniquetalents.Thechildren,parentsandstaffspreadoutaroundroomandsinghymnstogether.

Theschooldescribestheeventas“anovertcelebrationofdifference”.

BelowisthescriptforarecentP7AssemblyatOakgrove.

OakgroveIntegratedPrimarySchoolP7Assembly

‘Child

WewouldliketowelcomeyoualltoourPrimary7Assembly.Aseveryoneknowsourschoolisanintegratedschool,whichwelcomes,respectsandcherisheschildrenofallfaithsandnone.ItiscommittedtoeducatingProtestantandCatholicchildrentogetherandtohelpingusalltounderstandandlearnmoreaboutourdifferenttraditionsaswellaslearningaboutthingsthatbindustogether.Wewouldliketoinviteyoualltojoinwithusinsinging:“Together”.

Child(NonConfirmation)

OnSaturday**May,ourRomanCatholicfriendswereconfirmed.TheSacramenttookplaceinSt.OliverPlunkettChurch,Strathfoyle.Someofus,theirfriends,wenttowatchthisimportantceremony.

Child(NonConfirmation)

ConfirmationisheldbyallChristianChurcheswhichbaptisebabies.WhatisimportantinallchurchesisthatthepersonbeingconfirmedwantstomaketheirownpromiseaboutbeingaChristiansothattheymakeagain(orconfirm)thepromiseswhichweremadeforthemwhentheywerebabies.NowsomeofourCatholicfriendswilltellyouabouttheirConfirmation.


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Child(Confirmation)

TheceremonyofconfirmationintheCatholicChurchbeginswitharenewalofourbaptismalvows.Duringourconfirmation,BishopHegartysignedourforeheadswithacrossandsaid,“BesealedwiththegiftoftheHolySpirit”.TheHolySpiritwillnowremainconstantlywithusasweworkwithotherpeopleinourcommunitytomaketheworldabetterplaceforustolivein.DuringConfirmationBishopHegartyprayedthattheHolySpiritwouldpouroutgiftsofLoveuponus.

Child(Confirmation)

ThegiftoftheHolySpirithelpsusindifferentwaysthroughoutourlivestoworkforGod’sKingdomonEarth.TheHolySpiritgaveusthesegifts:

Child

TheGiftofWisdom

ThisisthegiftofseeingthingsasGodseesthem.

Child

TheGiftofUnderstanding

ThisisthegiftofrealisinghowtoloveGodandothersasJesusdidandothersasJesusdid.

Child

TheGiftofRightJudgement

Thisisthegiftofknowingwhattodoindifficultsituations.

Child

TheGiftofCourage

Thisisthegiftofbeingabletocarryoutwhatweknowisrightdespiteopposition.

Child

TheGiftofKnowledge

ThisisthegiftofknowingandlovingGodtheFatherandJesus.

Child

TheGiftofReverence

ThisisthegiftoflovingandreverencingGodasJesusdid.


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Child

TheGiftofWonderandAweinGod’sPresence

ThisisthegiftofknowingtheholinessofGodandthefearoflosingHislove.

Child

ThesegiftsoftheHolySpiritbearfruitinourlives.ThismeansthatotherscanseetheeffectsoftheHolySpiritinourlives,inourwork,inourfamiliesandinthewaywetreatothers.ThefruitsoftheHolySpiritare:

Child

Love

WhenwetrytoliveourlivesfullofloveforGodandforothers.

Child

Joy

WhenwetrytobefullofjoybecauseofGod’sgoodnesstous.

Child

Peace

WhenwetrytoliveinpeacewithGodandwithpeoplearoundus.

Child

Kindness

Whenwetrytobekindtothosearoundus.

Child

Patience

Whenwetrytobepatientwiththosearoundus.

Child

Goodness

Whenwetrytoputtheneedsofothersfirst.

Child

Faithfulness

Whenwearetrueandfaithfultothosearoundus.


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Child

Gentleness

Whenwetrytobegentlewithotherpeople.

Child

SelfControl

Whenwetrytohaveselfcontrolandcontrolourtemper.

Child

DuringtheserviceofenrolmentwhichtookplaceinSt.Columb’sChurch,ChapelRoadwesang“WearetheGreatest”.

Child

ProtestantChurchesalsoholdservicesofConfirmation,buttheyusuallytakeplacewhentheiryoungerpeoplearealittleolder.IntheChurchofIreland,confirmationtakesplaceintheearlyteenyearswhentheyoungpersonisoldenoughtoanswerforhimselforherself.ItalsoinvolvesthelayingonofhandsbyaBishopanditisalsotaughtthatthepersonbeingconfirmedreceivesthegiftoftheHolySpirit.

Child

InthePresbyterianChurches,membersarenotconfirmedinthesameway.Admissiontoreceivecommunionisopentoyoungpeopleintheirmidteens.TheymustshowapersonalcommitmenttotheChristianfaith.TheymaybereceivedintothemembershipoftheChurchataspecialservice,whichisaboutaweekbeforetheirfirstcommunion.

Child

IntheMethodistChurch,childrenbecomefullmembersofthechurchwhentheyareteenagers.

Theyareencouragedtochoosemembershipthemselves.Attheageof25,theymaytakepartinaservicetobecomefullmembers.Fromthispointonwards,theycantakecommunion.

Child

JehovahWitnessesdonotmakeconfirmation,butweregularlyattendmeetingswherewelearnaboutGodandhowtheycanbecomeclosetohim.

Child

TheApostolicChurchpractisesthesacramentsofBaptismbyimmersion,theLord’sPrayerandCommunion.Theserviceitselfcomprisesofworship,prayerandteaching.


67

Child

IntheChurchofJesusChristofLatterDaySaints,webelievethatyoumusthavefaithinJesusChristandunderstandtheprincipleofRepentancethatJesusChristatonedforoursins.Attheageof8,wemaybebaptisedbyaman,whoholdstheofficeofapriestoranelderintheHolypriesthood.WereceivethegiftoftheHolyGhostbyamanwhoholdstheMelchizedekPriesthoodandifweliveourlivesright,theHolyGhostwillalwaysbewithusasashieldandprotectionagainstevil.TheHolyGhostwillbearwitnesstousbyawarmfeelinginourheartsandwillgivepeacetoourmindswhenwearetaughtthetruthsofJesusChrist.

Child

AllChristianswhetherProtestantsorCatholic,believethatthemostimportantthinginlifeistotryandfollowtheteachingsofJesusandtobecomethepeoplehewantsustobe.LetuscloseoureyesandsaytogethertheprayerthatJesustaughtusall:

OurFather…’

7.6 KilbroneyControlledIntegratedPrimarySchool

KilbroneyisaControlledIntegratedPrimarySchoolinRostrevorthathasbeenthroughtheprocessoftransformation.TheschoolhasbeensuccessfulindevelopingapositiveworkingrelationshipwithandbetweenCatholicandProtestantclergyandtheschool.

Theserelationshipshavedevelopedovertheyears,sincetheearlydayswhentheschoolfirsttransformed.AtfirsttheschoolexperiencedareticencefromCatholicclergy,similartothatexperiencedinotherpartsofNorthernIreland.

‘TheCatholicChurchwasnotveryencouragingtoparentsatfirstandtherewasvirtuallynoinvolvementbutthishaschangealotoverthepasttenyears…interactionwiththeCatholicChurchhasimprovedalot.’(Interview)

Howevertherelationshipimprovedthroughtheinfluenceofsupportiveclergyandapositiveapproachbytheschool.

‘Intheearlydaysaftertransformation,CatholicparentsorganisedpreparationforFirstCommunionbutthenaCatholicteacherwiththeCatholicCertificatewasappointedandsincethenwehavebeentreatedlikeanyotherschool.’(Interview)

‘TheCatholicparishacceptsus.’(Interview)

‘TheBishoptreatsusliketheotherschoolsinRostrevorandweareincluded.’(Interview)


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Itisnowconsiderednormalfortheparishpriesttovisittheschool.

‘IwouldgoinmyselfafewtimesatermandIwouldgointoAssembly.ThereisadedicatedCatholicteacherwhotakespreparationforthesacraments.Iworkalongwithherandshedoesagoodjob.’(Interview)

However,theCatholicpolicyonnotnominatingCatholicrepresentativestotheBoardofGovernorsontransformationpreventsanyformalroleinsharedgovernanceoftheschool.

‘TheBishopwasaskedtonominatetwoCatholicrepresentativesfortheBoardofGovernorsbuthehasnevernominated,sothereisnoformalCatholicrepresentative.HowevertheChurchofIrelandtransferorswentoutoftheirwaytoinvitetwoCatholicsontotheboardofGovernorsinstead.’(Interview)

OntransformationsomeProtestantparentswereconcernedandsomeparentswhohadchosentheschoolbecausetheydidn’twantaCatholicinfluencealsoexpressedconcern.

However,theChurchofIrelandhasastronghistoricconnectiontotheschoolsandthiswasmaintainedfollowingtransformation.TwoChurchofIrelandclergysitontheBoardofGovernors,visittheschool,takeassembliesandtakeaparticularinterestintheschool.

‘TheChurchofIrelandroleiswelcomedbythegovernors–theyarenottryingtopushAnglicanismontotheschool.’(Interview)

TheCatholicandProtestantclergyco‐operateinrelationtotheschoolandvaluethecontributionoftheschooltogoodcrosscommunityrelationsinRostrevor.

‘TheProtestantchildrensinginthechoirintheCatholicChurchonthedayofFirstCommunion–thatmeansalot.’(Interview)

KilbroneyreferstoitstransformingstatusinitsREPolicy:

‘WeatKilbroneyIntegratedPrimarySchoolarecommittedtoprovidingappropriatereligiouseducationforallourpupils.ThecommonaimofthisteachingisthattheChristianethosunderpinsourwholeapproach.ThisisinlinewiththeNICIEStatementofPrinciples.

Asatransformingschoolweappreciatethatwemustendeavourtogivebothtraditionsequalweighting.Wealsorecognisethatthereisaplaceinourschoolforthosechildrenfromoutsidethemainreligioustraditions.Appropriateprovisionwillbemadeforchildrenfromreligiousminorities.Theneedsandwishesofparentswillbeaccommodatedwherepossible.

ReligiousEducationinourschoolfostersunderstandingthatdiversityexistsonaglobalaswellasalocalscale.Wewouldaimtoencouragechildrentoappreciatethemanydifferentbeliefsandhelpthemdevelopinganunderstanding.’(KilbroneyIntegratedPrimarySchool,2008)


69

Theschool’sREcurriculumincludesastrandon“ReligiousEducationforMutualUnderstanding”.

‘AllprimaryschoolpupilsinNorthernIrelandfollowtheCoreSyllabusforREagreedbythefourmainstreamchurches.Asanintegratedschoolwehaveincludedastrand,ReligiousEducationforMutualUnderstanding,toencouragebetterunderstandingofourvariousdenominationsandtraditions.AtKeyStageTwothepupilsaremadeawareoftheexistenceofotherworldreligionsinadditiontoChristianity…

ReligiousEducationforMutualUnderstanding

KeyStage1

…Throughparticipationinschoolservicesatvariouschurches,visitsofclergytoschool,anddiscussionoftheseeventswithinclass,childrenwillbehelpedtoappreciatetherangeanddiversityofChristiantraditionsthatexist.

Theobjectivesare:

• ChildrenshouldknowthatthereareanumberofdifferentChristiandenominationsandchurches

• Childrenshouldhaveexperience,throughschoolservices,ofworshippinginchurchesofatleasttwodifferenttraditions/denominations

KeyStage2

Thiselementofthecurriculumwillbetimetabledseparately,inordertoprovideopportunitiesforjointdiscussionaboutreligiousmatterspecifictoeachtraditionandabouttheintegratednatureoftheschool.Theseobjectivesare:

• Thatthechildrenwillhaveanunderstandingandappreciationofeachother’sreligioustraditionsandculturaldifferences;

• Thattheywillhaveagreatertoleranceandrespectforeachother;• Thatthechildrenwillhaveanawarenessthatthereareotherfaiths

practicedaroundtheworld

Areascoveredinclude:

• PlacesofWorship;• MethodsofWorship;• Signsandsymbols;• Specialdays/festivals

CatholicInstructioninP4andP7includingPrayers,Sacraments,Confirmation,TheMass,TheCatholicChurch,DevotiontoMaryandtheSaints

(KilbroneyIntegratedPrimarySchool,2008)


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8 Conclusions

‘IthinktheChurcheshavebeenhardontheintegratedsector.Wehaven’tgiventhemsignificantrecognitionofalltheyhavedoneagainsttheoddsandwithouttheChurches.Theyhaveworkedthroughalotofissuesonhowtoshare.Theyhavealottoteachusandtheirexpertiseshouldbetapped.Becausewehavebeen

protectiveofourownsectorwehavenotbeenabletoofferasmuchsupportasweshould.’(Interview)

Themainconclusionsoftheresearchareasfollows:RelationshipBetweenIntegratedSchoolsandChurches8.1 Todate,noneofthechurcheshasplayedaformalroleinthedevelopment

ofintegratededucationinNorthernIreland.

8.2 Thechurcheshavetendedtoprioritisetheprotectionofexistingschools(maintainedandcontrolledschools)overwhichtheyhavegovernance,oversupportfororinvolvementinthedevelopmentofintegratededucationinNorthernIreland.

8.3 CatholicclergyhavediscouragedCatholicparentsfromsendingtheirchildrentointegratedschools.Howeverinrecentyears,thereisevidenceofa“softening”toamore“pragmatic”approachtowardsCatholicparentschoosingintegratedschools.ThereisnowarangeofapproachesamongdifferentCatholicDiocesesanddifferentCatholicclergy.

8.4 Protestantclergyhaveexpressedalevelofsupportthatisconditionalonintegratedschoolsnotimpactingnegativelyoncontrolledschoolsonwhichtheyaretransferors.TheChurchofIreland,PresbyterianandMethodistChurches,whilenotproactiveinthedevelopmentofintegratededucation,aresupportiveofintegratedschoolsaslongastheydonotimpactnegativelyoncontrolledschools.

8.5 Recently,thePresbyterianChurchhaspubliclyencourageditsministerstoplayafullpartwithinlocalintegratedschools.

8.6 ThetransformingofcontrolledschoolshasbecomeacontentiousissueforProtestantChurcheswhoaretransferors,asnoCatholicschoolhasevertransformedandBishopsdonottakeuptheinvitationtoappointCatholicgovernorstotheplacesallocatedtothemwithintheBoardofGovernorsoftransformedControlledIntegratedSchools.

8.7 ThevastmajorityofintegratedschoolsinNorthernIrelandregardlinkswithchurchesasimportantandactivelytrytodevelopsuchlinkswithlocalchurches.


71

8.8 MostintegratedschoolshavearelationshipwiththeirlocalChurchofIreland(73%),RomanCatholic(68%)andPresbyterian(66%)Churches.

8.9 Themaintypesoflinkwithlocalchurchesarepupilvisitstochurches,conductofworshipinschoolandchurchservices,useofchurchpremisesforschooleventsandpreparationandreceptionforRomanCatholicsacraments.

8.10 Themajorityofintegratedschoolsarevisitedbyclergyatleastonceaterm.

8.11 Twofifthsofintegratedschoolshavetriedunsuccessfullytoestablisharelationshipwithalocalchurch.JustunderaquarterofintegratedschoolshavebeenunsuccessfulintryingtoestablisharelationshipwithalocalRomanCatholicChurch.

8.12 Morethanhalfofintegratedschoolshavereceivedpublicsupportfromlocalclergy.

8.13 Justoverathirdofintegratedschoolshaveexperiencedpublicoppositionbyclergy,mainlyCatholicclergymakingpublicstatementsdiscouragingCatholicparentsfromchoosinganintegratedschoolratherthanaCatholicschool.

8.14 JustoverhalfofintegratedschoolsdonothavearelationshipwithfaithcommunitiesotherthanChristian.Amongthejustunderhalfofschoolsthatdohavearelationshipwithdifferentfaithcommunities,thistendstobedevelopedthroughparentsratherthanthroughformallinkswithreligiousleaders.

8.15 Thevastmajorityofintegratedschoolshaveneverdeclinedanapproachtodeveloplinksfromachurchorotherfaithgroup.

ChristianEthosinIntegratedSchools

8.16 Thenatureoftherelationshipbetweenclergyandlocalintegratedschoolsisoftendependentonthepersonalviewsofbothprincipalsandlocalclergy.

8.17 ThemajorityofintegratedschoolsindicateintheirprospectusormissionstatementthattheyhaveaChristianethos.

8.18 Mostintegratedschoolsdescribetheirschool’sapproachtoreligionaseither“allfaithsandnone”orChristian.ThisreflectsanapproachthatisprimarilyChristian,butthatincludespeopleofdifferentfaithsaswellaspeopleofnoreligiousfaith.

8.19 TheapproachtoChristianethosofaparticularschoolisoftendependentonthepersonalviewsoftheprincipalandstaffoftheschool.

8.20 IntegratedschoolsarefacingthechallengeofhavingaChristianethoswithinanincreasinglydiversesocietyandinthecontextofanincreaseinsecularismandatheism.


72

8.21 ThemainwaysinwhichintegratedschoolsreflecttheirChristianethosisthroughAssemblies,theRECurriculumandpromotingvaluessuchasrespect,toleranceandcaring.

8.22 Themajorityoftheschoolshaveweeklyassembliesandoverhalfoftheschoolsincludeareligiousdimensioninallassemblies.ThetwomainreligiousoccasionscelebratedinthemajorityofintegratedschoolsareCarol/NativityServicesandHarvestServices.

8.23 SomeintegratedschoolshaveputconsiderableenergyandattentionintohowtheyworkouttheirChristianethosinpracticeinawaythatisinclusiveofallthechildrenattheschool.

OtherIssues

8.24 Mostintegratedschoolshavenothadareligiouseventintheschoolthatprovedtobecontentious.Whereeventshaveprovedcontentiousthishasusuallyinvolvedcomplaintsbyasmallnumberofparents.

8.25 Mostintegratedschoolseitherhavenopolicyoranopenpolicyonthedisplayofreligioussymbols.

8.26 ThereisarangeofmodelsofgoodpracticearoundrelationshipswithchurchesandChristianethosinwithinintegratedschoolsthatotherschoolscanlearnfrom.


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9 RelevantIssuesforConsideration

Asaresultoftheissuesraisedinthisresearchthefollowingquestionsareofferedforfurtherconsideration:

9.1 IsitpossibleforthechurchesinNorthernIreland,alongsidetheirmainpriorityofprotectingtheirownschoolsectors,todevelopnewmodelsofsharedfaithschoolsasacontributiontowardspeaceandreconciliationinadividedsociety?Ifso,how?

9.2 WhatneedstohappentoencouragetheminorityofCatholicclergywhoarenotyetpreparedtoenteranintegratedschoolwithintheirparishtodevelopapositiverelationshipwiththeirlocalintegratedschool?

9.3 Howcanthefourmajorchurchesbesupportedtodevelopadialoguetodiscusscontentiousissuesregardingeducationsuchastransformation,theBainReport,integratingeducationandtheimpactoftheirapproachesoncommunityrelations?

9.4 Howcanintegratedschoolsdevelopmoreformallinkswiththelocalleadersofdifferentfaithcommunitiese.g.Muslim?

9.5 Whydomostintegratedschoolseitherhavenopolicyoranopenpolicyonthedisplayofreligioussymbols?

9.6 IsthereaneedformorethanoneintegratedschoolinNorthernIrelandtohaveafulltimechaplaincy?

9.7 HowcanintegratedschoolsbesupportedtodeveloptheirChristianand“allfaithsandnone”ethosinpractice?


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AppendixI:ResearchAdvisoryGroup

ResearchAdvisoryGroupMembers

1) BillBrown

2) MargaretKennedy

3) HelenKillick

4) TerryMcMackin

NICIE/ACTResearchAdvisoryGroup:

FocusGroupQuestions

16thOctober2007

1. Howdoyouseenatureoftherelationshipbetweenthefourmainchurchesandtheintegratedsector?

2. Whatdoyouthinkshouldtherelationshipbeideally?

3. Whatdoyouthinkneedstochange?

4. HowdoyouseecurrentpracticeinintegratedschoolsregardingChristianethos?

5. Whatdoyouthinkshouldbethepracticeideally?

6. Whatneedstochange?

7. Canyousuggestanyparticularmodelsofgoodpracticeinchurch/integratedschoolrelationships?

8. Haveyouanyothercomments?


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AppendixII:SchoolsSurvey

INTEGRATEDSCHOOLS

TELEPHONE/EMAILQUESTIONNAIRE

CONFIDENTIAL

ThisisaconfidentialsurveyofintegratedschoolsinNorthern

Ireland.Itisbeingcarriedoutaspartofaresearchstudyinto

ChurchesandChristianEthosinIntegratedSchoolsinNorthern

Ireland.TheresearchwasinitiatedbyACTandNICIEandisbeing

carriedoutbyindependentconsultantsMacaulayAssociates.

Ifreplyingbyemail,[email protected]

RELATIONSHIPWITHCHURCHES

1. Howimportantarelinkswithlocalchurchesforyourschool?

VERYIMPORTANTIMPORTANTUNIMPORTANT VERYUNIMPORTANT

2. Doesyourschoolactivelytrytodeveloplinkswithlocalchurches?

YES/NO

3. IfYES,howdoyoudothis?


76

4. Withwhichchurchesdoesyourschoolhavearelationship?

5. Howoftendoclergyfromeachofthesechurchesvisityourschool?(pleasegivedetailsforeachclergy)

6. Whichoftheserolesdolocalchurchesplayinyourschool?Pleasetickwhereappropriateandgivedetailsforeachchurch.

• Conductof/participationinworshipinschoole.g.inassemblies• Conductof/participationinworshipinchurchservicese.g.first

communion,harvest.Ifticked,pleasespecifybothwhichchurch/churchesandtypeofservice?• Pastoralrole

• Formalchaplaincyrole

• Informalcontactwithstaff

• Preparationforsacraments

• Pupilvisitstochurches

• TeachingofRE/supportforREteachers

• Useofchurchpremisesforschoolevents

• Involvementofchurchstaffotherthanclergy(e.g.youthworkers)

• BoardofGovernors

• Other(pleasegivedetails)


77

7. Arethereanylocalchurcheswithwhichyouhavetriedunsuccessfully

toestablisharelationship?

YES/NO

8. IfYES,whichchurch/churches?

9. Ifclergyhavedeclinedtobecomeinvolvedinyourschool,whatreasons,ifany,havetheygiven?

10. Haveyouexperiencedanyinstanceswherelinkswereestablished,thensevered,byclergy?YES/NO

11. IfYES,whyyouthinkthishappened?

12. Haveyoureceivedanypublicsupportforyourschoolfromlocalclergy?

YES/NO

13. IfYES,whatformdidthissupporttake?(E.g.spoken/writtenpublicsupportbyclergy;churchmembersencouragedtobecomeinvolvedintheschool,etc.)


78

14. Haveyoubeenawareofanyovertoppositionbyclergytowardsyourschool?

YES/NO

15. IfYES,whatformdidsuchoppositiontake(e.g.spoken/writtenpublicoppositionbyclergy;churchmembersdiscouragedfromenrollingchildren,etc.)?

16. Doesyourschoolhavearelationshipwithotherfaithcommunities?(E.g.Muslim)

YES/NO

17. IfYES,howweretheselinksdeveloped?

18. Hasyourschooleverdeclinedanapproachfromachurchorotherfaithgrouptodeveloplinks?YES/NO

19. IfYES,canyouexplainyourreasons?


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SCHOOLETHOS

20. Doesyourschoolindicateinitsprospectus/missionstatementthatithasaChristianethos?YES/NO

21. Whatisthereasonforthis?

22. IfyourschoolisdescribedashavingaChristianethos,howisthisreflectedinpractice?

23. Whichoneofthesewordsbestdescribesyourschool’sapproachtoreligion:

ALLFAITHSANDNONECHRISTIANECUMENICALHUMANISTMULTIFAITHSECULAROTHER–pleasestate

24. Which,ifany,religiouseventshaveyouhadinyourschoolinthepast

yeare.g.harvest,Eastercelebrations,carolservices,mass,etc.?


80

25. Whichofthefollowingtakeplaceinyourschool?Pleasetickandgivedetails.

a. dailyreligiousassemblies

b. dailyprayers

c. weeklyreligiousassemblies

d. faithbasedextracurricularclubs/activities(pleasegivedetails)

e. otherreligiousactivities(pleasegivedetails)

26. What percentage of your school assemblies include a religious dimension (e.g. prayer)

27. Have there been any religious events in your school which have proved contentious? YES/NO

28. If YES, please explain why

29. What is your school’s policy on the display of religious symbols?

30. Have you any other comments you would like to feed into this research?


81

AppendixIII:Interviewees1. RevHaroldAgnew,OmaghMethodistChurch2. NigelArnold,Principal,GlengormleyIntegratedPrimarySchool3. JimClarke,DeputyChiefExecutive,CCMS4. StephenCreber,Principal,BrownlowIntegratedCollege5. JulieCooke,Student,DrumraghIntegratedCollege6. FrKevinDonaghy,PrincipalStPatrick’sGrammarSchool

Armagh,ArchdioceseofArmagh7. GraceDoone,Teacher,MillStrandintegratedPrimarySchool8. RevIanEllis,SecretarytotheBoardofEducation,Churchof

Ireland&TransferorRepresentativesCouncil9. GraceFraser,Researcher10. NigelFrith,Principal,DrumraghIntegratedCollege11. RoryGardner,Teacher,MillenniumIntegratedPrimarySchool12. PauletteGallagher,IntegrationCo‐ordinator,Drumragh

IntegratedCollege13. RevLeeGlenny,BoardofEducation,MethodistChurchin

Ireland&TransferorRepresentativesCouncil14. FrMichaelHackett,ParishPriest,Kilbroney15. RevSamJones,ChurchofIrelandRector,Rostrevor16. MargaretKennedy,ACT17. HelenKillick,Chaplain,LaganCollege18. SrAnneKilroy,Chaplain,LaganCollege19. CecilLinehan,ACT20. MariaLogue,Student,DrumraghIntegratedCollege21. JaniceMarshall.Principal,DrumlinsIntegratedPrimarySchool22. FrSeanMcCartney,ParishofDrumbo&Carryduff23. RevColinMcClure,ConveneroftheStateEducationCommittee,

PresbyterianChurchinIreland24. TracyMcConnell,Teacher,KilbroneyIntegratedPrimary

School25. BronaghMcElhone,ActingHeadofRE,DrumraghIntegrated

College26. TerryMcMackin,NICIE27. DeniseMoorehead,Principal,KilbroneyIntegratedPrimary

School28. AnneMurray,Principal,OakgroveIntegratedPrimarySchool29. PastorMarkPatterson,CarryduffBaptistChurch30. PeterRafferty,Governor,KilbroneyIntegratedPrimarySchool31. PhillipReid,Principal,MillStrandIntegratedPrimarySchool32. MaryRoulston,Principal,MillenniumIntegratedPrimary

School33. ZoeSeaton,ParentGovernor,MillStrandIntegratedPrimary

School34. ElaineSmyth,Teacher,KilbroneyIntegratedPrimarySchool35. LouiseWardHunter,DepartmentofEducation36. MichaelWardlow,ChiefExecutive,NICIE


82

AppendixIV:TransformingSchoolsGovernance

Controlledintegratedschools

5.—(1)Thereshallbe14or21votingmembersappointedtotheBoardofGovernorsofacontrolledintegratedschool,otherthanacontrolledintegratedschooltowhichsub‐paragraph(3)applies,and,subjecttoparagraph6,ofthosemembers—

(a)two‐seventhsshallbeelectedbyparentsofpupilsattendingtheschoolfromamongsttheparentsofsuchpupils;

(b)two‐seventhsshallbechosenbytheboardresponsibleforthemanagementoftheschool;

(c)one‐seventhshallbenominatedbythetransferorsandsupersededmanagersofcontrolledschools(otherthancontrolledintegratedschools)intheareaoftheboardresponsibleforthemanagementoftheschool;

(d)one‐seventhshallbenominatedbythenominatingtrusteesofCatholicmaintainedschoolsintheareaoftheboardresponsibleforthemanagementoftheschool;

(e)one‐seventhshallbeelectedbyassistantteachersattheschoolfromamongstsuchassistantteachers.


83

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