- The Oxford Handbook of Religion and American Education
- Religion, Privatization, and American Educational Policy
- Secularism and Religion in American Education
- Pluralism in Religion and American Education
- Religious Literacy in American Education
- Religious Liberty in American Education
- Democracy, Religion, and American Education
- Faith Development
- Moral Education
- Religious Education in the Traditions
- Religious Education Between the Traditions
- Private Religious Schools
- Religion and Homeschooling
- Public Funding of Private Religious Schools
- Religiously Affiliated Charter Schools
- Law and Religion in American Education
- Religious Expression in Public Schools
- Religion and the Public School Curriculum
- The Bible and American Public Schools
- Religion, Extracurricular Activities, and Access to Public School Facilities
- Religious Freedom, Common Schools, and the Common Good
- Religion in Mainline and Independent Private Higher Education
- Evangelical Higher Education
- Catholic Higher Education
- Religion and Spirituality in Public Higher Education
- Theological Education
- Religion, Spirituality, and College Students
- Religion, Spirituality, and College Faculty
- Teaching Religious Studies
- Teaching About Religion Outside of Religious Studies
- Campus Ministry
Abstract and Keywords
The first schools in the United States integrated religious material into the curriculum, so from the beginning one could argue there have been faith-related, if not faith-based, schools. This chapter reviews the history and development of faith-based private schools in the United States. Proceeding in essentially historical sequence, the authors trace the development of these schools from Protestant elementary and secondary schools to Roman Catholic, Jewish, and Islamic schools. The authors demonstrate how this nonpublic collection of faith-based educational entities accommodated burgeoning religious and cultural communities. Present and future challenges facing US faith-based private schools are discussed.
Charles J. Russo, JD, EdD, is the Joseph Panzer Chair in Education in the School of Education and Health Services, director of its PhD Program, and adjunct professor in the School of Law at the University of Dayton. The 1998–99 President of the Education Law Association, and 2002 recipient of its McGhehey (Achievement) Award, he has authored or co-authored more than 260 articles in peer-reviewed journals and authored, co-authored, edited, or co-edited 57 books, and more than 950 publications. Dr. Russo also speaks extensively on issues in Education Law in the United States and other nations. Along with having spoken in thirty-four states and twenty-six nations on all six inhabited continents, Russo taught summer courses in England, Spain, and Thailand. He has also served as a visiting professor at Queensland University of Technology in Brisbane and the University of Newcastle, Australia; the University of Sarajevo, Bosnia and Herzegovina; South East European University, Macedonia; the Potchefstroom Campus of Northwest University in Potchefstroom, South Africa; the University of Malaya in Kuala Lumpur, Malaysia; the University of Sao Paulo, Brazil; Yeditepe University in Istanbul, Turkey; Inner Mongolia University for the Nationalities in Tongliao, Inner Mongolia; and in both Peking University and Beijing Normal University in Beijing, China. He received a PhD Honoris Causa from Potchefstroom University, now the Potchefstroom Campus of Northwest University, in Potchefstroom, South Africa, in May 2004, for his contributions to the field of Education Law.
Kate E. Soules, is a curriculum specialist and instructor at the Religious Freedom Center of the Freedom Forum Institute. She is a PhD candidate, an educator, and researcher with a focus on teachers’ religious literacy and preparation for religiously diverse schools. She is currently a doctoral student working on Curriculum and Instruction at the Lynch School of Education at Boston College. She has conducted original research with both pre-service and in-service teachers regarding their preparation to teach about religion.
Adina C. Newman is a doctoral candidate in Educational Administration and Policy Studies at the George Washington University. Her research focuses on the implications of teaching about religion to upper elementary and middle school students in public education. She was nominated and selected to be a participant at the 2016 David L. Clark National Graduate Student Research Seminar in K-12 Educational Administration and Policy. Her experience spans over a decade in both the Jewish and secular education sectors as an administrator, consultant, content developer, and educator.
Susan L. Douglass is the education outreach coordinator for the Center for Contemporary Arab Studies at the School of Foreign Service at Georgetown University. She received her PhD in world history at George Mason University in 2016, and has an MA in Arab Studies from Georgetown University and a BA in History from the University of Rochester. Dr. Douglass has developed the education outreach program for the Alwaleed bin Talal Center for Muslim-Christian Understanding at Georgetown University in 2007, served as senior researcher for the United Nations Alliance of Civilizations, and managed several grant projects for the Ali Vurak Ak Center for Global Islamic Studies at George Mason University. She has contributed to curriculum projects such as World History for Us All and Children and Youth in History, and she has designed and developed online teaching resources such as The Indian Ocean in World History and Our Shared Past in the Mediterranean. Douglass’ major publications include World Eras: Rise and Spread of Islam, 622–1500 (Thompson/Gale, 2002), the children’s book Ramadan (Carolrhoda Books, 2002), and the national study Teaching About Religion in National and State Social Studies Standards (Freedom Forum First Amendment Center and Council on Islamic Education, 2000).
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