This article gives voice to students of minority faith and worldview regarding their lived experiences of attending Irish post-primary schools with a Catholic ethos. The importance of listening to students’ voice is supported by Article 12 of the United Nations Charter on the Rights of the Child (1992). The research methodology was qualitative, involving interviews with 18 post-primary students of minority faith or worldview. Gramsci’s writings on cultural hegemony were then used as a theoretical lens to understand the emergent themes. The results suggest an operational Catholic hegemony in the participating schools, which is evidenced by Catholic-centric practices. Resultant inequalities exist in the facilitation for minority faith and worldview students to manifest their faith compared with Catholic students. Opting out of religion class is problematic, and the findings raise concerns, as it is evident that students’ human right to freedom of thought, conscience and religion is not a reality in their schools (Universal Declaration of Human Rights, Article18, 1948). It appears that a tacit arrangement exists whereby non-Catholic students resign themselves to conforming to Catholic school practices. On the other hand, students expressed positivity about their schools’ ethos and wish to be educated together.

中文翻译：

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爱尔兰具有天主教精神的小学后少数群体信仰和世界观学生的声音

这篇文章向少数信仰和世界观的学生讲述他们在具有天主教精神的爱尔兰小学后学校的生活经历。《联合国儿童权利宪章》（1992 年）第 12 条支持倾听学生声音的重要性。研究方法是定性的，涉及对 18 名具有少数信仰或世界观的小学生进行访谈。葛兰西关于文化霸权的著作随后被用作理解新兴主题的理论视角。结果表明，参与学校的天主教霸权在运作，以天主教为中心的做法证明了这一点。与天主教学生相比，在促进少数信仰和世界观学生表达信仰方面存在由此产生的不平等。选择退出宗教课是有问题的，调查结果引起了关注，因为很明显，学生享有思想、良心和宗教自由的人权在他们的学校并不现实（世界人权宣言，第 18 条，1948 年）。似乎存在一种默认的安排，即非天主教学生愿意遵守天主教学校的做法。另一方面，学生们对学校的精神表达了积极的态度，并希望一起接受教育。似乎存在一种默认的安排，即非天主教学生愿意遵守天主教学校的做法。另一方面，学生们对学校的精神表达了积极的态度，并希望一起接受教育。似乎存在一种默认的安排，即非天主教学生愿意遵守天主教学校的做法。另一方面，学生们对学校的精神表达了积极的态度，并希望一起接受教育。