Abstract

Principles of Catholic Social Teaching, Critical Pedagogy, and the Theory of Intersectionality: An Integrated Framework to Examine the Roles of Social Status in the Formation of Catholic Teachers

Highlights

  • This article discusses the relevance of an analytic framework that integrates principles of Catholic Social Teaching, critical pedagogy, and the theory of intersectionality to explain attitudes toward marginalized youth held by Catholic students preparing to become teachers

  • Principles of Catholic Social Teaching, Critical Pedagogy, and the Theory of Intersectionality: An Integrated Framework to Examine the Roles of Social Status in the Formation of Catholic Teachers

  • Traditionally Catholic education has stressed the formation of the whole person and of all persons, it is important to ask the critical questions about imported dispositions from elite spaces into Catholic university teacher education programs

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Summary

Journal of Catholic Education

Principles of Catholic Social Teaching, Critical Pedagogy, and the Theory of Intersectionality: An Integrated Framework to Examine the Roles of Social Status in the Formation of Catholic Teachers. Follow this and additional works at: https://digitalcommons.lmu.edu/ce Part of the Higher Education Commons, and the Teacher Education and Professional

Recommended Citation
Catholic Social Teaching
Historical Overview
Research Design
Setting and Participants
Data Sources
Student Professional Development Portfolios
INTERSECTIONALITY LENS
Constructing Meritocracy
Secularizing Teaching
Retreating into a Safe Cultural Catholic Space
Constructing Self as Culturally Sufficient
Discrepant Voices
Conclusion
Theme Human dignity
Critical Pedagogy
Findings
Raising of consciousness
Full Text
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