Integrating faith-based perspectives across the curriculum in Queensland Catholic schools: the potential of Catholic social teaching

Abstract

The planned integration of Catholic social teaching (CST) across the curriculum was the primary focus of the ‘Identity and Curriculum in Catholic Education’ (2013–2018) initiative in Catholic schools in the state of Queensland. Initial reconnaissance involved a survey of teachers’ views regarding the identity, purposes and characteristics of Catholic schools. This was followed by action research with some thirty teachers in seven schools where various CST principles were integrated in particular Units across a range of learning areas. Strong evidence emerged for the effectiveness and feasibility of such integration. Participating teachers identified positive student interest and outcomes, while acknowledging the ‘good fit’ between certain aspects of the Australian Curriculum and CST principles such as common good, human dignity, and stewardship of creation. At a time when neo-liberalism and market values are dominant, the potential of such counter-cultural opportunities must be considered by Catholic schools internationally.