Catholic Identities in Catholic Schools: Fragmentation and Bricolage

Abstract

The Catholic school is integral part of the mission of the Catholic Church. However, its contribution to young people’s identity formation or spiritual development is controversial, characterised at times as indoctrination. Its influence is undoubtedly affected by a rapidly changing society, where religion itself is in a process of transformation, challenged by secularisation, changes in attitudes to authority, and de-institutionalisation. Viewed through the lens of the eminent French sociologist Daniele Hervieu-Leger’s work on the concept of religion as a chain of memory, it appears that the transmission and the reception of the Catholic faith are increasingly fragmented. Nevertheless, students cite the Catholic school as significant contributor to their spiritual development. How can a Catholic school support young people who express fragmented Catholic identities? To what extent do Catholic schools facilitate, encourage, or discourage students’ expression of fragmented Catholic identities? Drawing on empirical research with students in Catholic secondary schools in England this chapter explores the ways in which Catholic pupils express this fragmented Catholic identity and highlights students’ perceptions of the influence of the Catholic school. It reflects on the implications of these findings for Catholic schools who seek to actively contribute to the spiritual development of Catholic pupils. The chapter concludes with a consideration as to whether the strengthening of spiritual capital in Catholic secondary schools, would provide a framework for students to be effective bricoleurs, and enable them to construct a meaningful less fragmented religious identity.