Principled arguments are frequently made for and against faith schools, without evidence from empirical research. This book attempts to address this issue by offering a rich in-depth ethnographic case study of Catholic secondary schools, exploring pupils’ perceptions of life in the Catholic secondary school in twenty-first-century England.

This is the account of a qualitative research project investigating the experiences of teachers in English church schools implementing the new pedagogical approach . The findings of the project are significant for all those involved in church school education and point towards new ways of thinking about Christian faith and learning.