Permeation of religious identity: Some challenges for Canadian Catholic schools - Part 2

This paper is the second of a two part series which critically evaluates the notion that Catholic schools are permeated with a sense of Catholic identity. Building on the theoretical base established in part 1, this paper sets out some of the practical dimensions of permeation. As with part 1, this article focuses on Catholic schools in Canada with a particular stress on those in the province of Alberta. One of the most important aspects of permeation is the role of religious education in Catholic schools. If religious education in general is not given strong, ongoing and substantial support it is unlikely that claims of permeation of religious identity in Catholic schools can be sustained. A critical aspect of strong support of religious education is in curriculum development and in support of religious education teachers. In the first part of this paper it was argued that a very common theme in Catholic educational discourse is the idea that Catholics schools should seek to provide an educational vision where the religious dimension is given prominence. This is not just in formal religious education classes but throughout the curriculum and in the wider life of schools. One way of expressing this idea is to argue that Catholic identity should permeate all that is done in the school. This idea is very influential, for instance, in Canadian Catholic schools. While permeation may be a worthwhile goal for Catholic schools to strive for, this must be seen within the context of a number of significant challenges that face Catholic schools today. These challenges include, most notably, the changing demographics of schools where many parents, students and teachers no longer exhibit high levels of religious commitment. This results in a loss of the critical mass needed for effective collaborative action which, in turn, makes the permeation ideal difficult to realise. In this paper three specific and practical examples are given which are fundamental to permeation of Catholic identity being realised. The focus for this paper is on how permeation can be realised through what occurs in the classrooms of Catholic schools

Teaching ethics and religious culture in Quebec high schools: an overview, contextualization and some analytical comments

In 2008 Quebec introduced a new ethics and religious culture course. This marks a significant development in Canadian education as the mandated curriculum is intended for use in publically funded secular schools. In the past such courses have been in the domain of denominational schools. This new approach is examined in the context of the profound changes in Quebec society in recent years, typified by the sudden decline in the influence of the Roman Catholic Church. An overview of the curriculum is given, noting its basis as a particular type of phenomenological approach to the study of ethics and religion. The curriculum is analyzed against the theoretical perspectives developed by Moore and Wright. A number of issues on the scope of the study, the significant demands it places on students and teachers, and how it critically engages with religious truth claims are examined

John Paul II and the "New Evangelization": Origins and meaning

The key reference point for the new evangelization is the encyclical letter, Redemptoris Missio of Pope John Paul II. In order to better understand this document this paper argues that it needs to be discussed in the light of a historical continuum starting with the documents of the Second Vatican Council and continuing through postconcilar writings such as Pope Paul VIs apostolic exhortation, Evangelii Nuntiandi. The new evangelization is John Pauls conception is a response to new cultural realities. In this regard, it an example of the Catholic understanding of tradition as both conserving the essentials of the past as well as responding to new situations and challenges. In John Paul II thought the new evangelization expresses a Pauline emphasis on inner conversion to Christ as a basis for outreach to others and to the wider culture

Faithful dissent and religious education in Canadian Catholic schools: a response to McDonough

McDonough proposes that one way of invigorating religious education in Canadian Catholic high schools is to present a wider range of views under the ambit of Catholic teaching, including those that are currently regarded as dissenting opinions. These are not in keeping with official teaching but enjoy support in the wider Catholic community. In response to this, it is argued that a better understanding of the contemporary discourse on religious education in Catholic schools would accommodate a thoughtful engagement with a range of views. This is in keeping with an educative model of religious education that can distinguish between the educative and catechetical goals of religious education. A stronger focus on the educative aspects of religious education is proposed as a more direct way of improving the quality of religious education in schools

"Isn't there a town named after him?" Content knowledge and teacher training in religious education

This paper examines the need for content knowledge as a foundation for teacher training in religious education. It argues that in educational models of religious education, where the emphasis is on a strongly cognitive approach, either in secular or denominational contexts, significant demands are made on teachers. Without adequate content knowledge teachers find it difficult to teach in an engaging and informed way. Two illustrative Canadian examples are provided, which highlight the cognitive demands of religion courses in both Catholic and secular schools. In light of this some recommendations are made as how best to match the requirements of the formal curriculum with the content knowledge of teachers

I Like the Practical Side. Early Career Teachers in Catholic Schools, Interpretative Autonomy, and Negotiating Secular and Religious Boundaries. A Preliminary Study

This study is a preliminary examination of early career teachers who work in Catholic schools in a regional Australian diocese. By examining early career teachers, the aim is to better understand religious and secular influences on an indicative group of teachers, and how these influences may shape their work in Catholic schools. A number of analytical categories are used to describe early career teachers, including the notion of interpretive autonomy. This allows early career teachers to negotiate their engagement with the school, with reference to their personal choices. Key findings identify the importance of values in shaping teachers’ identity, and the place of the school as the most prominent marker of teachers’ religious life. A number of recommendations for teacher formation are provided in light of the findings.Podoba mi się strona praktyczna. Początkujący nauczyciele w szkołach katolickich, autonomia interpretacyjna oraz negocjowanie granic świeckich i religijnych. Studium wstępneNiniejsze studium stanowi badanie wstępne nauczycieli na początkowym etapie kariery zawodowej, którzy pracują w szkołach katolickich w regionalnej diecezji Australii. Badanie tej grupy nauczycieli ma na celu poznanie religijnych i świeckich wpływów na wskazaną grupę nauczycieli oraz określenie, w jaki sposób te wpływy mogą kształtować ich pracę w szkołach katolickich. Do opisania nauczycieli na początkowym etapie kariery zawodowej stosuje się szereg kategorii analitycznych, w tym pojęcie autonomii interpretacyjnej. Pozwala to nauczycielom rozpoczynającym karierę zawodową negocjować swoje zaangażowanie w szkole w odniesieniu do ich osobistych wyborów. Kluczowe ustalenia wskazują na znaczenie wartości w kształtowaniu tożsamości nauczycieli oraz miejsce szkoły jako najważniejszego wyznacznika życia religijnego nauczycieli. W świetle wyników przedstawiono szereg zaleceń dotyczących formacji nauczycieli

Catholic schools, accompaniment and subsidiarity: Some teacher observations from a small, regional school system

This research uses subsidiarity, a key principle of Catholic social teaching, to better understand teachers in a small, regional Australian diocese. Nine teachers with at least three years’ experience working in Catholic schools in the diocese were interviewed. The interviews focussed on three research questions: How do teachers come to work in this Catholic school system? What is their experience of working in Catholic schools? How do they feel supported in Catholic schools especially in regard to teaching religious education and identifying with the ethos of the school? Results indicated that the life journeys of teachers that brought them to work in Catholic schools in this region are complex but a number of salient features stand out. For many teachers, working in Catholic education is associated with opportunities that may not have arisen if they had not moved to this region. Teachers reported that they enjoyed working in Catholic schools, supported schools’ religious identity and expressed satisfaction with the levels of support they received both within the school and from the central Schools’ Office. The size of the Catholic school system allows for networks of personal relationships to be developed and this brings with it a collaborative and participatory sense. The teachers feel that they are part of a system that takes into account their own backgrounds, needs and interests. This is a good example of the practical application of the principle of subsidiarity

„A teraz uczę w szkole katolickiej” – doświadczenia początkujących nauczycieli (Early Career Teachers [ECT]) w szkołach katolickich w Lismore i wynikające z nich wnioski odnośnie do wsparcia formacji. Badania pilotażowe

This study is a preliminary investigation of early career teachers (ECT) working in Catholic schools in a large regional Australian diocese. The key aim of the study is to better understand the factors influencing early career teachers, who begin their teaching careers in Catholic schools, and to apprehend their early experiences as teachers to cater for their continuous formation needs. Key findings identify the openness of ECTs to faith-based experiences and the challenges faced in teaching in a Catholic school. Recommendations for early career teacher support and formation are provided considering the findings of this studyNiniejsze opracowanie relacjonuje badania pilotażowe nauczycieli na początkowym etapie kariery (Early Career Teachers [ECT]) w szkołach katolickich w diecezji Lismore w Australii. Głównym celem badań było lepsze poznanie czynników, warunkujących decyzję o rozpoczęciu kariery nauczycielskiej w szkole katolickiej oraz zrozumienie pierwszych doświadczeń, będących udziałem nauczycieli w szkołach katolickich, tak aby lepiej zaspokajać ich bieżące potrzeby formacyjne. Wyniki badań wskazują na otwartość ECT na doświadczenia oparte na wierze oraz wyzwania stojące przed nauczaniem w szkole katolickiej. W świetle wyników badań przedstawiono zalecenia dotyczące wsparcia i formacji nauczycieli na wczesnym etapie kariery

Talking about Jesus: And why it matters

This article will focus on better understanding how a highly selective group of youth in Catholic schools express their belief about Jesus. Previous work in this area has recorded the preference that students have for depictions of Jesus that highlight his humanity (Claerhour and Declercq, 1970; Astley and Francis, 1996; Walshe, 2005). The sample that I will report on will be a highly differentiated one, in order to make the report data more powerful. The group selected to participate in this study are reasoned to be the most likely to be able to articulate clear and consistent beliefs about Jesus , that is young people, who have some connection with parish communities and who readily describe themselves as Catholics