Pub Date : 2022-09-20DOI: 10.1163/27730840-54010004
Christine L. Mckee, M. Breslin
Under Scotland’s Curriculum for Excellence, the health and wellbeing of school pupils is the ‘Responsibility of All’. Mental health is included in this though the extent to which secondary teachers feel confident to deal with the many and varied issues which their pupils present with is less clear. This pilot study seeks to explore the potential gap between the responsibilities that are assigned to Scottish secondary teachers and the responsibilities that they assume. A questionnaire, interviews and focus group were used to garner the views of a group of secondary teachers. Thematic analysis of the data allowed for an exploration of how the role of the secondary teacher with regard to mental health is perceived by those dealing with pupils on a daily basis. Views varied considerably illustrating that the complexity surrounding these issues should not be underestimated.
{"title":"Whose Responsibility is it Anyway? Pupil Mental Health in a Scottish Secondary School","authors":"Christine L. Mckee, M. Breslin","doi":"10.1163/27730840-54010004","DOIUrl":"https://doi.org/10.1163/27730840-54010004","url":null,"abstract":"\u0000Under Scotland’s Curriculum for Excellence, the health and wellbeing of school pupils is the ‘Responsibility of All’. Mental health is included in this though the extent to which secondary teachers feel confident to deal with the many and varied issues which their pupils present with is less clear. This pilot study seeks to explore the potential gap between the responsibilities that are assigned to Scottish secondary teachers and the responsibilities that they assume. A questionnaire, interviews and focus group were used to garner the views of a group of secondary teachers. Thematic analysis of the data allowed for an exploration of how the role of the secondary teacher with regard to mental health is perceived by those dealing with pupils on a daily basis. Views varied considerably illustrating that the complexity surrounding these issues should not be underestimated.","PeriodicalId":82681,"journal":{"name":"Scottish educational review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49047291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-20DOI: 10.1163/27730840-54010003
R. Shanks, S. McKinney
Although there are no attendance or registration fees in the UK for publicly funded school education there are hidden costs in attending compulsory education. This article investigates one of the hidden costs: school uniform. We investigate the affordability of school uniform in Scotland, looking at what is required in school uniform policy (class uniform and Physical Education kit), the costs of uniform and to what extent the national minimum clothing grant makes uniform affordable for households on low incomes. For this research we use a unique national dataset of the school uniform policies of all 357 publicly funded secondary schools in Scotland and responses to Freedom of Information requests sent to all local authorities (n = 30). From analysis of the uniform policies and the requirements and application processes for the national minimum clothing grant we are able to draw together recommendations for the Scottish Government, local authorities and schools. We also found a compelling need for detailed data collection on how much it costs to clothe children for a whole school year.
{"title":"Cost and Affordability of School Uniform and Child Poverty","authors":"R. Shanks, S. McKinney","doi":"10.1163/27730840-54010003","DOIUrl":"https://doi.org/10.1163/27730840-54010003","url":null,"abstract":"\u0000Although there are no attendance or registration fees in the UK for publicly funded school education there are hidden costs in attending compulsory education. This article investigates one of the hidden costs: school uniform. We investigate the affordability of school uniform in Scotland, looking at what is required in school uniform policy (class uniform and Physical Education kit), the costs of uniform and to what extent the national minimum clothing grant makes uniform affordable for households on low incomes. For this research we use a unique national dataset of the school uniform policies of all 357 publicly funded secondary schools in Scotland and responses to Freedom of Information requests sent to all local authorities (n = 30). From analysis of the uniform policies and the requirements and application processes for the national minimum clothing grant we are able to draw together recommendations for the Scottish Government, local authorities and schools. We also found a compelling need for detailed data collection on how much it costs to clothe children for a whole school year.","PeriodicalId":82681,"journal":{"name":"Scottish educational review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46070515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-20DOI: 10.1163/27730840-54010007
Sinem Hizli-Alkan
This paper examines different curriculum making actors, discourses and practices at different sites and then situate Scotland and Wales within these. I illustrate the interconnected nature of different sites of curriculum making and explain how these exert influences in the two countries while acknowledging their social and cultural differences. Analysing of policy documents suggest that certain supra discourses and trends are evident in both countries following similar curriculum structures. Nevertheless, there are differences in the ways curriculum is constructed and the steps taken for increasing curriculum making capacity.
{"title":"Traversing between Supra, Macro, and Meso Sites","authors":"Sinem Hizli-Alkan","doi":"10.1163/27730840-54010007","DOIUrl":"https://doi.org/10.1163/27730840-54010007","url":null,"abstract":"\u0000This paper examines different curriculum making actors, discourses and practices at different sites and then situate Scotland and Wales within these. I illustrate the interconnected nature of different sites of curriculum making and explain how these exert influences in the two countries while acknowledging their social and cultural differences. Analysing of policy documents suggest that certain supra discourses and trends are evident in both countries following similar curriculum structures. Nevertheless, there are differences in the ways curriculum is constructed and the steps taken for increasing curriculum making capacity.","PeriodicalId":82681,"journal":{"name":"Scottish educational review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48289708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-27DOI: 10.1163/27730840-05302005
Ryan Mallon
The debates surrounding the reform of national education in Britain and Ireland in the mid-nineteenth century were often framed as a binary struggle between the religious establishment, which sought to retain control of the national schools, and dissenters who viewed education reform as an important step towards dismantling the state churches’ traditional privilege and control over society. In Scotland, however, the picture was somewhat more complicated. While the 1843 Disruption, which split the Church of Scotland in two, was viewed by many within the non-established churches as a victory for dissent, the church that formed out of it – the Free Kirk – retained its belief in national and state-supported religion. This establishmentarian stance led the majority of the Free Church to oppose the creation of a non-denominational education system proposed by Scotland’s voluntary dissenters, and indeed some within their own church, and especially one which failed to secure a place for religious instruction in the national schools. This article assesses how the fractious ecclesiological context of Scottish Presbyterian dissent influenced the direction of the education debates, particularly over religious instruction, in the almost three decades between the Disruption and the eventual passing of the 1872 Education (Scotland) Act. The education debates tended to reflect broader trends within Scottish dissent after 1843, offering dissenters the opportunity to unite against the weakened establishment in the aftermath of the Disruption, while also highlighting and often exacerbating the ideological divisions which hindered the emergence of a truly unified dissenting movement in Scotland for almost thirty years.
{"title":"Presbyterian dissent and the campaign for Scottish education reform, 1843-72","authors":"Ryan Mallon","doi":"10.1163/27730840-05302005","DOIUrl":"https://doi.org/10.1163/27730840-05302005","url":null,"abstract":"The debates surrounding the reform of national education in Britain and Ireland in the mid-nineteenth century were often framed as a binary struggle between the religious establishment, which sought to retain control of the national schools, and dissenters who viewed education reform as an important step towards dismantling the state churches’ traditional privilege and control over society. In Scotland, however, the picture was somewhat more complicated. While the 1843 Disruption, which split the Church of Scotland in two, was viewed by many within the non-established churches as a victory for dissent, the church that formed out of it – the Free Kirk – retained its belief in national and state-supported religion. This establishmentarian stance led the majority of the Free Church to oppose the creation of a non-denominational education system proposed by Scotland’s voluntary dissenters, and indeed some within their own church, and especially one which failed to secure a place for religious instruction in the national schools. This article assesses how the fractious ecclesiological context of Scottish Presbyterian dissent influenced the direction of the education debates, particularly over religious instruction, in the almost three decades between the Disruption and the eventual passing of the 1872 Education (Scotland) Act. The education debates tended to reflect broader trends within Scottish dissent after 1843, offering dissenters the opportunity to unite against the weakened establishment in the aftermath of the Disruption, while also highlighting and often exacerbating the ideological divisions which hindered the emergence of a truly unified dissenting movement in Scotland for almost thirty years.","PeriodicalId":82681,"journal":{"name":"Scottish educational review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43644989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-27DOI: 10.1163/27730840-05301004
Clara E. Smith, Duncan P. Mercieca
Impairments of emotional awareness and regulation are recognised features of autism spectrum conditions and are known to impact school experiences and outcomes. However, most research in this field takes place within clinical settings, and there is a scarcity of literature describing how these difficulties are addressed within schools, particularly in Scotland. This research describes the perceptions of 18 additional support needs teachers within Scotland regarding the emotional awareness and regulation of pupils with autism spectrum conditions. This includes how emotional concepts are taught, and what barriers exist in the development of emotional competence. The research took the form of an open-ended online questionnaire which was distributed through social media platforms. The results demonstrate a recognition of the importance of a collaborative approach across school and beyond to support pupils to develop emotional competence, as well as highlighting potential problems with the ways in which emotions are labelled and concepts are taught.
{"title":"Teachers working in special education in Scotland: Perceptions regarding emotional awareness and regulation amongst pupils within the Autism Spectrum","authors":"Clara E. Smith, Duncan P. Mercieca","doi":"10.1163/27730840-05301004","DOIUrl":"https://doi.org/10.1163/27730840-05301004","url":null,"abstract":"Impairments of emotional awareness and regulation are recognised features of autism spectrum conditions and are known to impact school experiences and outcomes. However, most research in this field takes place within clinical settings, and there is a scarcity of literature describing how these difficulties are addressed within schools, particularly in Scotland. This research describes the perceptions of 18 additional support needs teachers within Scotland regarding the emotional awareness and regulation of pupils with autism spectrum conditions. This includes how emotional concepts are taught, and what barriers exist in the development of emotional competence. The research took the form of an open-ended online questionnaire which was distributed through social media platforms. The results demonstrate a recognition of the importance of a collaborative approach across school and beyond to support pupils to develop emotional competence, as well as highlighting potential problems with the ways in which emotions are labelled and concepts are taught.","PeriodicalId":82681,"journal":{"name":"Scottish educational review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45516730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-27DOI: 10.1163/27730840-05301003
B. Paterson, James Taylor, Jennifer Young
Concerns regarding levels of stress and increases in the prevalence of mental health issues have focused mainly on the general well-being of the teaching workforce. In contrast, this paper examines the issues around well-being potentially associated with the support of children whose distress may present as behaviour that challenges. In doing so, it critically explores whether the concept of 'compassion fatigue' originally emanating in health care provides a compelling explanation of the negative emotional consequences experienced by individuals, teams and schools, and its implications for how we approach sustaining well-being. The discussion concludes that the concept has utility and that its impact on individual teachers and whole school well-being is potentially significant.
{"title":"Compassion Fatigue and Behaviours that Challenge in the Classroom","authors":"B. Paterson, James Taylor, Jennifer Young","doi":"10.1163/27730840-05301003","DOIUrl":"https://doi.org/10.1163/27730840-05301003","url":null,"abstract":"Concerns regarding levels of stress and increases in the prevalence of mental health issues have focused mainly on the general well-being of the teaching workforce. In contrast, this paper examines the issues around well-being potentially associated with the support of children whose distress may present as behaviour that challenges. In doing so, it critically explores whether the concept of 'compassion fatigue' originally emanating in health care provides a compelling explanation of the negative emotional consequences experienced by individuals, teams and schools, and its implications for how we approach sustaining well-being. The discussion concludes that the concept has utility and that its impact on individual teachers and whole school well-being is potentially significant.","PeriodicalId":82681,"journal":{"name":"Scottish educational review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48784135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-27DOI: 10.1163/27730840-05302002
S. McKinney, W. Humes
This article discusses the ways in which the 1872 Act, often perceived as landmark legislation in the history of Scottish education, has been interpreted by historians. In pursuing this aim, the article examines celebratory and critical narratives about the importance of the Act and highlights some key aspects of the 1872 Act: central and local administration; its implications for teachers; and the financial consequences for poor families. This is followed by a section that argues that the permissive provisions in the Act had limited effect in the short term, and that certain areas of educational importance did not feature at all. Finally, the sensitive religious issues, which were partly responsible for thwarting earlier attempts to introduce legislation, are discussed. The article concludes with some brief reflections on the social and cultural provision of the 1872 Act and its significance for the ‘democratic’ tradition of Scottish education.
{"title":"Interpretations of the Education (Scotland) Act of 1872","authors":"S. McKinney, W. Humes","doi":"10.1163/27730840-05302002","DOIUrl":"https://doi.org/10.1163/27730840-05302002","url":null,"abstract":"This article discusses the ways in which the 1872 Act, often perceived as landmark legislation in the history of Scottish education, has been interpreted by historians. In pursuing this aim, the article examines celebratory and critical narratives about the importance of the Act and highlights some key aspects of the 1872 Act: central and local administration; its implications for teachers; and the financial consequences for poor families. This is followed by a section that argues that the permissive provisions in the Act had limited effect in the short term, and that certain areas of educational importance did not feature at all. Finally, the sensitive religious issues, which were partly responsible for thwarting earlier attempts to introduce legislation, are discussed. The article concludes with some brief reflections on the social and cultural provision of the 1872 Act and its significance for the ‘democratic’ tradition of Scottish education.","PeriodicalId":82681,"journal":{"name":"Scottish educational review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48041003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-27DOI: 10.1163/27730840-05302004
J. Stevenson
During the 1850’s and 60’s there was increasing discontent regarding the provision of school education as controlled and managed by the Church of Scotland. This led to a number of Parliamentary Bills being brought forward proposing a new national system. The Church opposed these mainly on the grounds that there was no guarantee that Religious Instruction would continue to have a place in the school curriculum. In February 1872 Lord Advocate George Young presented in the Commons an Education Bill ‘To extend and amend the provisions of the law of Scotland on the subject of education’ in order that ‘the means of procuring efficient education … may be furnished and made available to the whole people of Scotland.’ This was passed on 2nd August as The Education (Scotland) Act 1872 and transferred the full control of schools from church to state. The Act included a Preamble allowing for Religious Instruction to be taught according to ‘use and wont’. The removal of its management of school education may be seen as a major blow for the Church of Scotland, removing a historic contribution to national life. In actual fact, the consequence was the revitalising of the Church enabling it to concentrate its energy on strengthening its influence in the community and in outreach to its parishes with a new sense of social mission. Although the Church had lost its direct control of the school curriculum it continued to support Religious Instruction through its Teacher Training, its Sunday schools and its ministerial representation on school boards.
{"title":"The Education (Scotland) Act 1872 and its significance for the Church of Scotland.","authors":"J. Stevenson","doi":"10.1163/27730840-05302004","DOIUrl":"https://doi.org/10.1163/27730840-05302004","url":null,"abstract":"During the 1850’s and 60’s there was increasing discontent regarding the provision of school education as controlled and managed by the Church of Scotland. This led to a number of Parliamentary Bills being brought forward proposing a new national system. The Church opposed these mainly on the grounds that there was no guarantee that Religious Instruction would continue to have a place in the school curriculum. In February 1872 Lord Advocate George Young presented in the Commons an Education Bill ‘To extend and amend the provisions of the law of Scotland on the subject of education’ in order that ‘the means of procuring efficient education … may be furnished and made available to the whole people of Scotland.’ This was passed on 2nd August as The Education (Scotland) Act 1872 and transferred the full control of schools from church to state. The Act included a Preamble allowing for Religious Instruction to be taught according to ‘use and wont’. The removal of its management of school education may be seen as a major blow for the Church of Scotland, removing a historic contribution to national life. In actual fact, the consequence was the revitalising of the Church enabling it to concentrate its energy on strengthening its influence in the community and in outreach to its parishes with a new sense of social mission. Although the Church had lost its direct control of the school curriculum it continued to support Religious Instruction through its Teacher Training, its Sunday schools and its ministerial representation on school boards.","PeriodicalId":82681,"journal":{"name":"Scottish educational review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42071938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-27DOI: 10.1163/27730840-05301006
Maria Loumpourdi
Lifelong learning has been the subject of international policy debates and incremental developments over the past century. The purpose of this paper is to critically reflect on the neoliberal discourse of key competences for lifelong learning, which is promoted by the European Union as a self-sufficient policy solution that can cure a wide range of educational, economic, political, and social ills. Drawing on Nussbaum’s human capabilities theory, this paper seeks to query the neoliberal assumptions behind the aims of the European Reference Framework, namely employability, personal fulfilment, active citizenship, and social inclusion, and unveil the limitations of the proposed policy solutions. This paper argues that the current neoliberal discourse of the European Reference Framework decontextualizes the learner, reducing the need to form broader policy solutions that could address the structural roots of unemployment, poverty, and social exclusion. The individualisation of these issues does not allow for their structural roots, which stem from the asymmetrical socio-economic system, to be addressed. This paper argues that the aims of the European Reference Framework could be better served through the development of a wider policy intervention involving a synergy between the education system, labour market, and welfare state.
{"title":"A Critical Analysis of the European Reference Framework of Key Competences for Lifelong Learning: The Limitations of the Human Capital Theory","authors":"Maria Loumpourdi","doi":"10.1163/27730840-05301006","DOIUrl":"https://doi.org/10.1163/27730840-05301006","url":null,"abstract":"Lifelong learning has been the subject of international policy debates and incremental developments over the past century. The purpose of this paper is to critically reflect on the neoliberal discourse of key competences for lifelong learning, which is promoted by the European Union as a self-sufficient policy solution that can cure a wide range of educational, economic, political, and social ills.\u0000Drawing on Nussbaum’s human capabilities theory, this paper seeks to query the neoliberal assumptions behind the aims of the European Reference Framework, namely employability, personal fulfilment, active citizenship, and social inclusion, and unveil the limitations of the proposed policy solutions. This paper argues that the current neoliberal discourse of the European Reference Framework decontextualizes the learner, reducing the need to form broader policy solutions that could address the structural roots of unemployment, poverty, and social exclusion. The individualisation of these issues does not allow for their structural roots, which stem from the asymmetrical socio-economic system, to be addressed. This paper argues that the aims of the European Reference Framework could be better served through the development of a wider policy intervention involving a synergy between the education system, labour market, and welfare state.","PeriodicalId":82681,"journal":{"name":"Scottish educational review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42371167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-27DOI: 10.1163/27730840-05302006
S. McKinney, R. Edwards
The Education (Scotland) Act 1872 offered the different Christian denominational schools the opportunity to transfer their schools and become non-denominational Board schools. This option was rejected by the Catholic and Episcopal churches. There were serious anxieties about issues such as the loss of denominational status and the proposal that religious instruction and observance was confined to the beginning and/or end of the school day to facilitate the conscience clause. Retaining the schools was a courageous move especially as there were very serious financial implications in the continued support for school buildings, resources and teacher salaries. There were many serious challenges for the teachers, pupils, parents and congregations (providing funds for the schools) that are addressed in the article. This article provides an examination of the Catholic and Episcopal schools in the lead up to the act, the reaction of the two churches to the Act and the consequences of the non-transfer of the schools.
{"title":"The Catholic and Episcopal Churches and the Education Act (Scotland) 1872","authors":"S. McKinney, R. Edwards","doi":"10.1163/27730840-05302006","DOIUrl":"https://doi.org/10.1163/27730840-05302006","url":null,"abstract":"The Education (Scotland) Act 1872 offered the different Christian denominational schools the opportunity to transfer their schools and become non-denominational Board schools. This option was rejected by the Catholic and Episcopal churches. There were serious anxieties about issues such as the loss of denominational status and the proposal that religious instruction and observance was confined to the beginning and/or end of the school day to facilitate the conscience clause. Retaining the schools was a courageous move especially as there were very serious financial implications in the continued support for school buildings, resources and teacher salaries. There were many serious challenges for the teachers, pupils, parents and congregations (providing funds for the schools) that are addressed in the article. This article provides an examination of the Catholic and Episcopal schools in the lead up to the act, the reaction of the two churches to the Act and the consequences of the non-transfer of the schools.","PeriodicalId":82681,"journal":{"name":"Scottish educational review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49204107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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