Catholic Schools in England and Wales: New Challenges

In the context of England and Wales, disputes about the role of religious belief in state-sponsored education have a long history. Catholic schools, however, have been a feature of the educational scene for over 150 years. It is possible and legitimate to speak of a rich legacy or heritage of Catholic schooling, which has been created, preserved, and developed over the last 150 years but not without, at times, heated discussion and debate. A report on the educative task of the Catholic community (1981) spoke of the need for “critical solidarity” in the context of working with government agencies in education: any developments should be viewed in the light of Christian beliefs about the human person and human destiny (p. 7). The process of critical solidarity still continues as the Labour Government sets out yet another major proposal for education reform. In the aftermath of recent terrorist attacks at home and abroad, many now argue forcefully against the existence of “faith-based schools” as being of their very nature divisive in a multicultural, multi-faith society. Within the Church there are critics who maintain that contemporary Catholic schools are failing in their prime mission of educating the young in the faith in such a society. The rich legacy and heritage of Catholic schools is facing many serious challenges on several fronts, both within and beyond the Church, in the rapidly changing socio-cultural conditions of postmodern Britain. In what ways are those involved in Catholic schooling responding to the challenges? What research is called for in order to explore more fully the mission of Catholic schools in today’s changed circumstances and the ways in which Catholic schools might best respond to the needs and challenges? In order to appreciate the challenges, the responses and any research that may be called for some historical understanding of the education system is necessary.