Graham P. McDonough is an assistant professor of education and an associate fellow at the Centre for Studies in Religion and Society at the University of Victoria. He has published articles in Catholic Education and International Studies in Catholic Education. His book, Beyond Obedience and Abandonment: Toward a Theory of Dissent in Catholic Education, is forthcoming. Nadeem A. Memon is the director of the Islamic Teacher Education Program, a collaboration between Razi Group and the Ontario Institute for Studies in Education, University of Toronto. He also teaches courses in equity and education and Muslim studies at OISE/UT and Wilfrid Laurier University. Avi I. Mintz is an assistant professor in the University of Tulsa's School of Urban Education. He has published articles in Journal of Religious Education, Studies in Philosophy and Education, Educational Theory, and Journal of Philosophy of Education.

• Discipline, Devotion, and Dissent: Jewish, Catholic, and Islamic Schooling in Canada, edited by Graham P. McDonough, Nadeem A. Memon, and Avi I. MintzIntroduction Graham P. McDonough, Nadeem A. Memon, and Avi I. MintzPart A: Aims and Practices1. The Jewish Day Schools of Canada Seymour Epstein2. The Distinctiveness of Catholic Education Mario O. D'Souza, csb3. Between Immigrating and Integrating: The Challenge of Defining an Islamic Pedagogy in Canadian Islamic Schools Nadeem A. MemonPart B: Faith and Citizenship4. Jewish Education, Democracy, and Pluralistic Engagement Greg Beiles5. Canadian Catholic Schools: Sacred and Secular Tensions in a Free and Democratic Society J. Kent Donlevy6. London Islamic School: Millstone or Milestone? Asma AhmedPart C: Dissent and Critical Thinking7. The Changed Context for Jewish Day-School Education Alex Pomson and Randal F. Schnoor8. Teaching Subject Matter That is Controversial among Catholics: Implications for Intellectual Growth in the Church Graham P. McDonough9. A Canadian Islamic School in Perspective: A Critique of the “Moderate” and “Strong” Categories in Faith-Based Schooling Qaiser AhmadConclusion10. Diversity and Deliberation in Faith-Based Schools: Implications for Educating Canadian Citizens Avi I. MintzGlossaryThe ContributorsIndex

``The editors' choice to concentrate on only Catholic, Jewish, and Islamic schools ... achieves the stated goal of allowing the reader to reflect on different perspectives surrounding debates over religious schools. The focus on three religions also serves the discussion regarding three important aspects of the debate. In the first part, it affords the reader the opportunity to become more familiar with the approach to education particular to each of the studies religions. In the second, we consider the integration of Canadian multicultural values into religious teachings, while in the third we are exposed to the openness of religious schools to internal pluralism. In this fashion, the readers comes to appreciate different facets of the daily functioning of such schools, grasping a more holistic portrait of their reality.... In sum, since religious schooling in Canada is a subject that has been scarcely treated in academic literature, even though it regularly occupies the public attention, a sort of demystification of religious schools emerges in this book. This reveals that even while respecting a religious faith and structure, such institutions can encourage students to be a part of a tolerant and open society. These contradictions in experiences within religious schools are well-discussed in the book's conclusion, ââ¬ËDiversity and Deliberation in Faith-Based Schoolsââ¬â¢ (Mintz), a chapter that, without trying to eliminate the controversy, shows how such schools have a place in the quest for Canadian identity.'' -- Sivane Hirsch, Universitè de Montrèal -- Canadian Jewish Studies/Ãâ°tudes juivres canadiennes, Vol. 20, No. 1, 2012