Principles of Catholic Social Teaching, Critical Pedagogy, and the Theory of Intersectionality: An Integrated Framework to Examine the Roles of Social Status in the Formation of Catholic Teachers

This article discusses the relevance of an analytic framework that integrates principles of Catholic social teaching, critical pedagogy, and the theory of intersectionality to explain attitudes toward marginalized youth held by Catholic students preparing to become teachers. The framework emerges from five years of action research data collected in Foundations of American Education classes in a teacher education program of a Mid-Atlantic Catholic Liberal Arts University. The authors propose new directions for research on Catholic schools and suggest that the gaps between espoused values and practices in Catholic schools as identified by researchers over the last decade might be more readily redressed in teacher education programs in Catholic universities and colleges where the cycle of elitism may be recognized, taught, and transformed in the very formation of future teachers. Résumé Principes de la doctrine sociale catholique, pédagogie critique et théorie de l’intersectionalité : cadre intégré permettant l’examen des rôles du statut social dans la formation des enseignants catholiques Cet article traite de la pertinence d’un cadre analytique intégrant les principes de la doctrine sociale catholique, la pédagogie critique et la théorie de l’intersectionalité pour expliquer les attitudes vis-à-vis des jeunes marginalisés adoptées par les étudiants catholiques qui se préparent à devenir enseignant. Ce cadre est le fruit de cinq années de données de recherche action recueillies auprès des Fondations des cours d’éducation américaine dans le programme de formation des professeurs de l’université Mid-Atlantic Catholic Liberal Arts. Les auteurs proposent de nouvelles pistes de recherche sur les écoles catholiques et suggèrent que le fossé existant entres les valeurs et pratiques embrassées par les écoles catholiques, telles qu’elles ont été identifiées par les chercheurs au cours de la dernière décennie, peut être plus facilement comblé dans les programmes de formation des professeurs des universités et établissement supérieurs catholiques, où le cycle de l’élitisme est susceptible d’être reconnu, enseigné et transformé dans la formation même reçue par les futurs enseignants. Resumen Principios de la doctrina social católica, la pedagogía crítica y la teoría de interseccionalidad: un marco integrado para examinar los roles del estatus social en la formación de los profesores católicos Este artículo discute la relevancia de un marco analítico que integra los principios de las enseñanzas católicas, la crítica pedagógica y la teoría de interseccionalidad para explicar actitudes hacia los jóvenes marginados mostradas por estudiantes católicos que se preparan para ser profesores. El marco emerge tras cinco años de recopilación de información bajo investigación-acción en clases de Foundations of American Education, en un programa de educación de profesores de una universidad de artes liberales católica del Atlántico Medio. El autor propone nuevas direcciones para la investigación en escuelas católicas y sugiere que las distancias entre los valores abrazados y las prácticas de las escuelas católicas, tal y como investigadores han identificado en la última década, podrían redirigirse más fácilmente en programas de formación del profesorado en universidades y escuelas universitarias católicas en las que el ciclo del elitismo puede reconocerse, enseñarse y transformarse en la misma formación de futuros profesores

LEARNING TO DIVIDE IN THE WORLD: YOUTH EXPERIENCES IN A MID-ATLANTIC COMPREHENSIVE HIGH SCHOOL 1950-2000

ABSTRACT Title of dissertation: LEARNING TO DIVIDE IN THE WORLD: YOUTH EXPERIENCES IN A MID-ATLANTIC COMPREHENSIVE HIGH SCHOOL (1950-2000) Caroline Marie Eick, Doctor of Philosophy, 2005 Dissertation directed by:Professor Barbara Finkelstein Department of Education Policy and Leadership This history interprets and critically examines the cross-gender, cross-racial, and cross-class relationships of serial generations of students, who attended a Mid-Atlantic comprehensive high school between 1950 and 2000, as revealed in the oral histories of thirty-seven alumni, African-American, white and Eastern European, richer and poorer. Miller High was chosen for its early integration in 1956, and for its location in a community that transformed, over the last half of the twentieth century, from rural, to suburban, to urban-suburban; and from a predominantly white middle-class town along which lived a small African-American community established since the nineteenth century, to a multicultural population that by the 1990s included Russian immigrants and African-American youth newly arrived from city schools. Alumni's recollections revealed three generations of students who, bound in time by different demographic configurations, different levels of school disciplinary measures, and different shades of hierarchy in student-teacher relations, constructed their associations with peers and school authorities markedly differently: "The Divided Generation" (1950-1969), "The Border-Crossing Generation" (1970-1985), and "The Re-divided Generation" (1986-2000). Of the three generations, "The Border-Crossing Generation" most freely crossed class, gender, and race divides. They attended Miller High at a time when school policies were relatively lax, graduating classes were still relatively small, and mostly neighborhood students from integrated feeder schools attended against the national backdrop of the civil rights movements. This analysis identifies how Miller High students across generations and across diverse backgrounds who felt exposed or alienated within school-imposed associations with peers, either when herded in large spaces such as the cafeteria or divided into tracks, or who could not find a place within youth-generated peer-groups that privileged shared interests and affinities over racial, and class identities, sought refuge within communities of shared ethnic, class, or racial backgrounds. It further identifies, within generational time periods, the role played by demographics and school authorities' disciplinary measures in loosening or reinforcing students' segregating tendencies

Management of coronary disease in patients with advanced kidney disease

BACKGROUND Clinical trials that have assessed the effect of revascularization in patients with stable coronary disease have routinely excluded those with advanced chronic kidney disease. METHODS We randomly assigned 777 patients with advanced kidney disease and moderate or severe ischemia on stress testing to be treated with an initial invasive strategy consisting of coronary angiography and revascularization (if appropriate) added to medical therapy or an initial conservative strategy consisting of medical therapy alone and angiography reserved for those in whom medical therapy had failed. The primary outcome was a composite of death or nonfatal myocardial infarction. A key secondary outcome was a composite of death, nonfatal myocardial infarction, or hospitalization for unstable angina, heart failure, or resuscitated cardiac arrest. RESULTS At a median follow-up of 2.2 years, a primary outcome event had occurred in 123 patients in the invasive-strategy group and in 129 patients in the conservative-strategy group (estimated 3-year event rate, 36.4% vs. 36.7%; adjusted hazard ratio, 1.01; 95% confidence interval [CI], 0.79 to 1.29; P=0.95). Results for the key secondary outcome were similar (38.5% vs. 39.7%; hazard ratio, 1.01; 95% CI, 0.79 to 1.29). The invasive strategy was associated with a higher incidence of stroke than the conservative strategy (hazard ratio, 3.76; 95% CI, 1.52 to 9.32; P=0.004) and with a higher incidence of death or initiation of dialysis (hazard ratio, 1.48; 95% CI, 1.04 to 2.11; P=0.03). CONCLUSIONS Among patients with stable coronary disease, advanced chronic kidney disease, and moderate or severe ischemia, we did not find evidence that an initial invasive strategy, as compared with an initial conservative strategy, reduced the risk of death or nonfatal myocardial infarction

Health status after invasive or conservative care in coronary and advanced kidney disease

BACKGROUND In the ISCHEMIA-CKD trial, the primary analysis showed no significant difference in the risk of death or myocardial infarction with initial angiography and revascularization plus guideline-based medical therapy (invasive strategy) as compared with guideline-based medical therapy alone (conservative strategy) in participants with stable ischemic heart disease, moderate or severe ischemia, and advanced chronic kidney disease (an estimated glomerular filtration rate of <30 ml per minute per 1.73 m2 or receipt of dialysis). A secondary objective of the trial was to assess angina-related health status. METHODS We assessed health status with the Seattle Angina Questionnaire (SAQ) before randomization and at 1.5, 3, and 6 months and every 6 months thereafter. The primary outcome of this analysis was the SAQ Summary score (ranging from 0 to 100, with higher scores indicating less frequent angina and better function and quality of life). Mixed-effects cumulative probability models within a Bayesian framework were used to estimate the treatment effect with the invasive strategy. RESULTS Health status was assessed in 705 of 777 participants. Nearly half the participants (49%) had had no angina during the month before randomization. At 3 months, the estimated mean difference between the invasive-strategy group and the conservative-strategy group in the SAQ Summary score was 2.1 points (95% credible interval, 120.4 to 4.6), a result that favored the invasive strategy. The mean difference in score at 3 months was largest among participants with daily or weekly angina at baseline (10.1 points; 95% credible interval, 0.0 to 19.9), smaller among those with monthly angina at baseline (2.2 points; 95% credible interval, 122.0 to 6.2), and nearly absent among those without angina at baseline (0.6 points; 95% credible interval, 121.9 to 3.3). By 6 months, the between-group difference in the overall trial population was attenuated (0.5 points; 95% credible interval, 122.2 to 3.4). CONCLUSIONS Participants with stable ischemic heart disease, moderate or severe ischemia, and advanced chronic kidney disease did not have substantial or sustained benefits with regard to angina-related health status with an initially invasive strategy as compared with a conservative strategy