They too belong here : Investigating the relationship between Catholic parishes and parish schools in Aotearoa, New Zealand

Abstract

This thesis investigates the relationship between Catholic parishes and parish schools in Aotearoa, New Zealand. Where once there were shared understandings of Catholic identity and mission, for many, the parish/school relationship has now become little more than physical proximity and ever more challenging, and often unfulfilled, expectations of individuals and communities. This study addresses a gap in the literature, by naming the key features of the parish/school relationship and proposing theory to enhance understanding and contextualise potential responses. Using the principles of classic grounded theory, the research draws on constant comparison of unstructured interview data from parish priests and primary school principals in a metropolitan diocese of Aotearoa New Zealand. The purpose is to construct understanding of features which these key participants perceive as enhancing or limiting the parish/school relationship. The study also combines peripheral data from the literature to provide substantive analysis of the interplay between features of identity, leadership, mission, community, and change within the parish/school dynamic. Together, these features inform the development of the Parish/School Relationship Theory (PSRT) which contextualises groups and individuals as missing, longing, participating or belonging within the relationship, as indicated by their faith mission/vision or community/connection stances. Through providing a lens for understanding and navigating the complexities of parish/school interactions, the implications and opportunities for engagement and renewal are identified. The research highlights the urgent need for a renewed focus on developing a shared sense of belonging, requiring clarity of mission and intentional community building, particularly in the face of declining parish engagement and increasing pressures on Catholic schools. While interview data was limited to the leadership positions of each entity, this research contributes to the discourse on parish formation and Catholic education by offering a framework that supports parishes and schools in fostering deeper connections. By addressing the realities of secularisation and the challenges of contemporary Catholic identity, the PSRT offers practical and theoretical pathways for revitalising the parish-school relationship in Aotearoa New Zealand and beyond