Canadian public schools have long been entrusted with the mandate of socializing children. Yet this duty can rest uneasily alongside religious diversity questions.
Grounding its analysis in three seminal Supreme Court cases involving religion in schools, Religious Diversity in Canadian Public Schools reveals legal processes that are unduly linear, compressing multidimensional conversations into an oppositional format and stripping away the voices of children themselves. Dia Dabby contends that schools are in fact microsystems worthy of their own consideration, and with the power to construct their own rules and relationships.
This compelling work connects many of the themes that have animated public discourse since multiculturalism was officially enacted in Canada. Situating its analysis in relation to concepts of nation, education, and diversity, Religious Diversity in Canadian Public Schools encourages a deeper conversation about how religion is mediated through public schools and invites a critical reassessment of the role of law in education.
