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Interviews were conducted at the district level with key administrators in metropolitan school districts in British Columbia to identify existing school policies addressing religious diversity. The study examines how districts manage conflicts between students’ religious values or beliefs and educational values, particularly where these arise through curriculum-related expectations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/religious-diversity-and-inclusion-policy-and-accommodation-practices-in-british-columbias-secular-school-system/595616/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/religious-diversity-and-inclusion-policy-and-accommodation-practices-in-british-columbias-secular-school-system/595616.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What prompted the interviews with district administrators in British Columbia?","Question",{"text":112,"@type":113},"The study sought to understand tensions created by religious diversity in secular public schools and to document existing district-level policies and accommodations addressing these tensions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do districts respond when religious beliefs conflict with educational values?",{"text":117,"@type":113},"District administrators address issues related to religious values or beliefs that may conflict with educational values, especially in relation to curriculum expectations.",{"name":119,"@type":110,"acceptedAnswer":120},"Why are curriculum-related tensions considered particularly difficult to manage?",{"text":121,"@type":113},"Curriculum tensions stem from competing interests between families and the state about what students should learn and the extent to which curriculum should accommodate or reflect students’ religious values, beliefs, and worldviews.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595616,1792189023,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","Religious Diversity and Inclusion: Policy and Accommodation Practices in British Columbia’s Secular School System  \nMarianne Jacquet  \nSimon Fraser University  \nLaura D’Amico  \nSimon Fraser University  \nAbstract  \nThe religious diversity of students and staff within a secular school system may sometimes create tensions. To better understand the possible issues generated by and practical accommodations made with respect to these tensions, interviews were conducted at the district level with key administrators in metropolitan school districts in British Columbia. These interviews aimed to document existing policy related to religious diversity in schools, and understand how school districts address issues related to religious values or beliefs, which may conflict with existing educational values, especially as they relate to curriculum.  \nKeywords: religious accommodation, school district diversity policies, administrator practices, curriculum  \nCanadian Journal of Education / Revue canadienne de l’éducation 39:2 (2016)©2016 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nRésumé  \nLa diversité religieuse des étudiants et du personnel soulève parfois des défis. Afin de mieux comprendre ces défis, des entrevues ont été réalisées avec des administrateurs clésdans les commissions scolaires. Ces entrevues visaient à documenter les balises existantes (politiques, règles, procédures, etc.) relatives à l’inclusion de la diversité religieuse à l’école, et de mieux saisir la manière dont les commissions scolaires gèrent les enjeux relatifs à la diversité religieuse ou les croyances, pouvant être en conflit avec d’autres valeurs éducatives du curriculum.  \nMots-clés : accommodement à la diversité religieuse, politiques des conseils scolaires sur la diversité, pratiques des administrateurs scolaires, curriculum  \nCanadian Journal of Education / Revue canadienne de l’éducation 39:2 (2016) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nIn Canadian multiethnic public schools of the 21st century, managing religious diversity may be controversial. The Canadian Charter of Rights and Freedoms (1982) guarantees fundamental freedoms of conscience and religion, as well as thought, belief, and opinion. However, the interpretation of such freedoms, and the extent of accommodation within the context of secular public schools, is not always clear (Shariff, 2006) . This lack of clarity may lead to tension between “recognizing religious differences, respecting individual rights, and maintaining the social continuity of the Canadian society”(Maxwell, Waddington, Donough, Cormier, & Schwimmer, 2012) . Manifestations of religious beliefs and practices have spurred controversies in some Canadian provinces and in several European countries over the extent to which such manifestations should or should not be accommodated in secular public schools. The “Headscarf Affair” in France and Quebec, where female Muslim students were suspended from their public schools for wearing the hijab (Amiraux, 2009; Ruitenberg, 2008; Cicéri, 1999; McAndrew & Pagé, 1996), the ban on the Sikh kirpan in Quebec (Multani v. Commission scolaire Marguerite-Bourgeoys [2006]), and the controversy about the Crucifix and teachers wearing headscarves in Germany (Schreiner, 2004) are all examples of how religious accommodation in secular public education may be in certain contexts highly controversial, particularly in light of the different interpretations ofthe term “secular” itself (Baubérot & Milot, 2011; Benson, 2000) . Some countries, like France, have closed interpretations of secularism in which expression of religious identity is not accepted in schools (Milot & Estivalèzes, 2008); while others have more open interpretations of secularism. In India and Canada for example, all religions are equally valued (Metha & Pantham, 2006; Charter of Rights and Freedoms, 1982). However, in some Canadian provinces s","cbCaipDfI2yzn2MR","https://ap.wps.com/l/cbCaipDfI2yzn2MR","pdf",274911,25,"English","# Abstract\n# Introduction\n## Constitutional rights and secular education\n## Controversies and accommodation in different jurisdictions\n## Curriculum tensions and “vivre ensemble”","[{\"question\":\"What prompted the interviews with district administrators in British Columbia?\",\"answer\":\"The study sought to understand tensions created by religious diversity in secular public schools and to document existing district-level policies and accommodations addressing these tensions.\"},{\"question\":\"How do districts respond when religious beliefs conflict with educational values?\",\"answer\":\"District administrators address issues related to religious values or beliefs that may conflict with educational values, especially in relation to curriculum expectations.\"},{\"question\":\"Why are curriculum-related tensions considered particularly difficult to manage?\",\"answer\":\"Curriculum tensions stem from competing interests between families and the state about what students should learn and the extent to which curriculum should accommodate or reflect students’ religious values, beliefs, and worldviews.\"}]","Religious Diversity and Inclusion: Policy and Accommodation Practices in British Columbia’s Secular School System | PDF",1792081486,63]