Abstract
This qualitative study explored the notion of authenticity within the field of independent Christian education in Ontario. Three experienced Christian school principals accepted an invitation to participate in semi-structured interviews in order to draw out insights into the purpose and nature of Christian education. Data analysis yielded five conceptual understandings relative to authenticity: authorship, relatedness, autonomy, reflection, and excellence. These conceptual understandings reveal the potential of authenticity to facilitate thoughtful discussions about the purpose and nature of education.
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