Faith-based Identity of Catholic Schools: Curriculum Perspectives examines the relationship between faith-based education and whole curriculum at a time when neo-liberal ideologies and market values are having a disproportionate influence on national education policies.
Topics addressed include: current challenges and dilemmas faced by Catholic Education leadership; Catholic social teaching and its implications for whole curriculum; the opinions of teachers in Queensland Catholic schools regarding faith-based school identity with particular reference to whole curriculum; an associated comparison of these opinions teachers with those of their USA peers; school identity and Catholic social teaching in Ontario Catholic schools; an action research approach to the integration of Catholic social teaching in Queensland Catholic schools; longitudinal study of the views of pre-service teachers at a Catholic university regarding the purposes and characteristics of Catholic schools.
Bringing together professionals and academics from across the world, Faith-based Identity of Catholic Schools: Curriculum Perspectives will inspire Catholic and other faith-based educators to appreciate the importance and potential of the integration of faith-based perspectives such as counter-cultural Catholic social teaching across the school curriculum in an educationally appropriate manner.
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vii | |
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ix | |
| Acknowledgements |
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xi | |
| Introduction |
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1 | (10) |
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1 Critical challenges and dilemmas for Catholic Education leadership internationally |
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11 | (20) |
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2 Catholic social teaching |
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31 | (32) |
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3 Laudato Si': Some curriculum and pedagogical implications |
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63 | (23) |
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4 Catholic social teaching should permeate the Catholic secondary school curriculum: An agenda for reform |
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86 | (12) |
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5 Teaching for a just world: Social justice and human rights perspectives across the curriculum |
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98 | (15) |
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6 The distinctive nature of Catholic Education in Ontario: Catholic perspective integrated across the formal curriculum |
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113 | (20) |
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7 The identity of Catholic schools as seen by teachers in Catholic schools in Queensland |
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133 | (29) |
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8 The characteristics of Catholic schools: Comparative perspectives from the United States and Queensland, Australia |
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162 | (26) |
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9 Longitudinal study of the attitudes of pre-service teachers at an Australian Catholic University to key aspects of faith-based education: Some conundrums to ponder |
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188 | (30) |
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10 Curriculum, culture and Catholic Education: A Queensland perspective |
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218 | (26) |
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11 The integration of Catholic social teaching across the curriculum: A school-based action research approach |
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244 | (30) |
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12 Identity and Curriculum in Catholic Education: Main lessons and issues arising |
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274 | (22) |
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Appendix 1 Identity of Catholic schools: Outcome (criterion) variables |
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296 | (2) |
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Appendix 2 Identity of Catholic schools: Regression analysis tables |
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298 | (13) |
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Appendix 3 Identity and curriculum in Catholic Education: Survey of teachers' opinions regarding certain aspects of Catholic Education |
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311 | (10) |
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Appendix 4 Survey of student teachers' opinions and attitudes regarding Catholic Education |
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321 | (8) |
| Index |
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329 | |
Jim Gleeson, inaugural Professor of Identity and Curriculum in Catholic Education at Australian Catholic University, Brisbane (2013-2018), holds post-graduate qualifications in philosophy, theology and education. He is widely published and his research interests include curriculum policy/development/evaluation and faith-based education. Having started out as a secondary teacher Jim worked as a teacher educator, Department Head and Senior Lecturer at University of Limerick.
Peta Goldburg, foundation Chair of Religious Education at Australian Catholic University, holds qualifications in music education, theology and religious education. She has worked extensively in primary, secondary and tertiary education sectors. Peta has led syllabus development in Religious Education and Study of Religion in Queensland for 15 years and her textbooks are used throughout Australia
