Contested Nature of Educational Reform.

 Description Educational reform researchers sometimes describe their field as “contested terrain”. Educational reform is argued, debated and disputed by almost everyone from teachers and academics to politicians, industry leaders, advocacy groups and parents. The public has high expectations for schools and there are many competing views about how education systems should be structured. No wonder forays into public policy areas that have, more or less, reached some form of settlement tend to be avoided by policy makers. Denominational education reform is one of those “sleeping dogs” that few policy makers would want to see awakened. In this activity you will examine two sides of the denominational education debate. First, ensure you have completed the reading in Galway and Dibbon (2011), Chapters 1–6 and Chapter 9. Then view the three interviews for Week 9. Bonaventure Fagan raises several moral questions such as: What rights are important? Under what circumstances should the will of the majority supplant the rights of minorities? Should economics, demographic change or political expediency supersede constitutionally-entrenched rights. When the Churches were forced out of education, do you think their rights were violated? Is it justifiable for the wishes of a majority to alter the rights of minorities? If so, under what circumstances? Explain?