Leadership in Religious Education: A Critique from the Australian Perspective

Abstract

This chapter addresses leadership in religious education particularly from the perspective of the impact of the Religious Education Coordinator (REC). Research undertaken has shown it is a valued and significant position for the Catholic life of the school. As well, the research identified areas of ambiguity in regard to the REC that are problematic for the exercise of religious leadership. The introduction of the REC position into Catholic schools in Australia has enabled the mission of the Catholic school to be more explicit and focused. Research has found that as the school continually reinterprets what it means to be a Catholic school in changing social and ecclesial contexts, there are also implications for the REC position that need to be addressed. The relevance of this research for Catholic education is located not only in the findings that have been generated but also in the methodology itself. The methodology was able to accommodate the complex and interconnected nature of religious leadership in the Catholic school and engaged a process that sought to provide opportunity for individuals to share their experience. The study has the potential to further inform those entrusted with leadership and educational policies in Catholic schools to be more attuned to the complex set of demands faced by principals, RECs and others regarding religious leadership.