Education In Catholic Schools Research Articles

Preparing New Catholic School Educators for Inclusive Schools: An Analysis of University and Diocesan Teacher Training Research

Educators can improve the academic and socioemotional wellbeing of their students if they are equipped with strategies and skills to support learners and families from diverse backgrounds and experiences—such as culturally and linguistically diverse students, students with differing abilities, and those who may experience trauma and/or socioeconomic challenges. To learn more about this topic, a Catholic university and local diocese partnered to examine the literature on the impact of Catholic teachers in under-resourced schools; practices for training Catholic educators with skills to meet the needs of all learners; and the structures needed to ensure that diocesan and university supervisors are able to effectively support the development of new teachers. The literature review was organized using the three pillars of the University Consortium of Catholic Education: service through teaching, community connections, and spiritual development. The review resulted in the following recommendations: train teachers in culturally responsive practices, incentivize educator collaboration, train supervisors in inclusive practices with purposeful faith-based integration, and mentor principals in effective methods of coaching and support for teachers

"Examining Anti-Semitism on College Campuses" United States House of Representatives Committee on the Judiciary

"Examining Anti-Semitism on College Campuses" United States House of Representatives Committee on the Judiciary Pamela S. Nadell (bio) PREFACE On a chilly fall morning, I passed through security into the Rayburn Building, found the House Judiciary Committee hearing room, and took a seat—where I never thought I would be—at the witness table. How did I come to testify before the US House of Representatives Committee on the Judiciary? Three weeks before the committee convened the hearing, "Examining Anti-Semitism on College Campuses," Kenneth Stern, executive director of the Justus and Karin Rosenberg Foundation, called. During World War II, Danzig-born Justus Rosenberg, known as Gussie, was a courier for Varian Fry's Centre Américain de Secours, which had rescued 2,000 artists and intellectuals, among them Marc Chagall and Hannah Arendt, from Vichy France. After the war, Rosenberg came to America; became a professor of European history, literature, and culture; and, around 2014, established a foundation to fight antisemitism. Kenneth Stern, formerly of the American Jewish Committee, was its executive director.1 Stern was looking for a scholar who shared the foundation's concern about a bill then wending its way through Congress, the Anti-Semitism Awareness Act. The act proposed codifying the State Department's 2010 fact sheet "Working Definition of Anti-Semitism" and its examples which were adapted from the European Monitoring Center on Racism and Xenophobia. At the AJC, Stern had been the lead author on the working definition for the European Monitoring Center. There it provided guidance for gathering data on antisemitic incidents.2 [End Page 189] Turning the State Department's fact sheet into federal law would transform this rubric for compiling data into a statute used to investigate complaints under Title VI of the 1964 Civil Rights Act. Title VI prohibits discrimination on the basis of race, color, and national origin in programs and activities receiving federal funding, like those at colleges and universities.3 I knew little about the bill, but I know something about antisemitism. My regular Jewish history rotation at American University includes a survey where I introduce the tropes of medieval anti-Judaism and their consequences and a course on the Holocaust. For about a decade, I also taught the history of anti-Judaism and antisemitism to parochial Catholic school educators for the Anti-Defamation League's Bearing Witness summer institute on the Holocaust. Stern walked me through the bill's legislative tangle. The previous December, the Senate, without a committee hearing and without any meaningful debate, had passed the Anti-Semitism Awareness Act just hours after it was introduced. The House was then poised to follow suit. A parallel resolution had been introduced and was about to bypass committee deliberation. Then the American Civil Liberties Union sounded the alarm: The bill posed a "serious threat" to the First Amendment's guarantee of free speech.4 The ACLU called for careful consideration of the bill. Now more than ten months later, that was about to get underway in the House. Stern had spoken with colleagues I admire who shared the ACLU's and his concerns about the bill. But none was available to testify. My name had come up; I was conveniently located in Washington. Would I do it? In the following days, I spoke with colleagues who urged me to step forward. A former student with long experience on the Hill told me not to waste my time. The bill would fly through the House. I consulted with the Association for Jewish Studies Executive Committee because I was then AJS President. Meanwhile, I began thinking long and hard about the fact sheet and its addenda "Contemporary Examples of Anti-Semitism" and "What [End Page 190] is Anti-Semitism Relative to Israel?" Other than my preference for the spelling of antisemitism,5 I had no problem with the working definition: Anti-Semitism is a certain perception of Jews, which may be expressed as hatred toward Jews. Rhetorical and physical manifestations of anti-Semitism are directed toward Jewish or non-Jewish individuals and/or their property, toward Jewish community institutions and religious facilities. But I became increasingly uneasy about the examples and their implications for curbing free...

Lessons From the Field: Catholic School Educators and COVID-19.

Lessons From the Field: Catholic School Educators and COVID-19.

Lessons From the Field: Catholic School Educators and COVID-19

Lessons From the Field: Catholic School Educators and COVID-19

Religious Education in Catholic Schools to Educate for Living Faith

The central proposal of this essay is that religious education in Catholic schools is to educate for living faith and not simply for instruction about Catholic or other religious traditions. For long this claim was taken for granted. Now, however, and for various reasons, there is growing sentiment that formation in faith is exclusively the work of family and parish, whereas religious education in Catholic schools is to proceed solely as an academic discipline, teaching religion as one might teach mathematics or science or any other subject. This essay proposes that we resist this diminution of religious education in Catholic schools (hereafter RECS) and precisely to honor the nature, purpose, and ways of knowing that are inherent to Christian faith, and likewise to reflect the Christian intellectual tradition.

Dialogue in community: conditions and enablers for teacher professional development in Catholic schools

This article explores conditions and enablers for teacher professional learning in religious education in Catholic schools. It examines the impact on religion of the pluralising and secularising influences in Australia today and identifies what this asks of religious education and religious educators in response. New pedagogical approaches which emphasise identity formation as critical to religious education, make teacher identity formation and ongoing learning vital for Catholic schools to undertake. The article proposes that teacher professional learning in Catholic schools focus on developing the following three dispositions and skills: self-awareness and reflexivity; openness to faith perspectives; and courageous communication skills. The article investigates teacher professional learning theory and research to make recommendations for teacher development in religious education. It raises two concepts as integral to professional learning in a Catholic context: Dialogue and Community. These concepts are highlighted as theologically and strategically important for Catholic school communities to attend to and explore.

Catholic School Educators as Adaptive Leaders: A Structure for Prophetic Action in Response to COVID-19

Catholic School Educators as Adaptive Leaders: A Structure for Prophetic Action in Response to COVID-19

An historical review of the professional and distinctive formation for Catholic school educators in the United States

This article examines the historical context of the growth and development of Catholic education in the United States, and the commitment of Catholic colleges and universities – viewed primarily through the lens of Jesuit Colleges and Universities – to the professional formation of educators for service in Catholic schools. It is a story of the careful navigation by strangers in a strange land to create an unparalleled system of educational institutions, securing academic recognition through accreditation, and providing service to the K-12 Catholic educational system through the delivery of distinctive professional formation programmes for Catholic school educators. These historical challenges continue to the present day and represent a particular mission-driven service of Catholic higher education to the Catholic Church.

Special Education in Catholic Schools Viewed from a Liberatory Hermeneutic

This study explores anew the issue of providing special education in Catholic schools by viewing the ethical implications from a liberatory hermeneutic. By utilizing an interdisciplinary perspective, the research draws upon liberation theology, liberation psychology, liberation pedagogy, and liberation ethics to support the moral mandate for providing education for all God’s children, including those persons with disabilities. The study challenges Catholic educational leaders to reimagine their positions on how schools might promote a more inclusive, liberatory approach to serving the special needs of children with disabilities. Finally, this research provides a Catholic, liberatory, ethical framework for inclusive Catholic education to assist school leaders in the development of appropriate pedagogy and programming to address the issue of inclusion of students with disabilities.

Interreligious education and the contemporary school: contexts, challenges and theologies: an Irish perspective

A strong current in contemporary Catholic thought – the theology of interreligious or interfaith dialogue – stresses the importance of dialogue and collaboration with followers of other world faiths. This article proposes that religious education in Catholic schools, particularly at post-primary level, needs to engage more with this theological resource in order to promote mutual understanding and collaboration in today's climate of growing cultural and religious pluralism in Western Europe. Such work, it is also argued, is particularly challenging and urgent given the reality of the limited and limiting approaches to religious education, especially in regards to Islam, currently found in state schools in England and France. The paper proposes the development of models of religious education predicated on valuable theological insights inherent in the teaching of the Second Vatican Council (1962–1965) and subsequent post-conciliar and theological reflection. It begins with some comments on Western Europe's changing social, cultural and religious circumstances.

PENGARUH PEMBELAJARAN PENDIDIKAN AGAMA KATOLIK TERHADAP PERKEMBANGAN IMAN DAN PERUBAHAN PERILAKU SISWA SEKOLAH MENENGAH PERTAMA KATOLIK DI KOTA MADIUN

The task of organizing education is primarily the responsibility of parents and assisted by the community as long as it is needed. The task of organizing education is also the responsibility of the Church. The Church takes part in the world of education, among others, through Catholic religious education in Catholic schools. The learning process of Catholic Religious Education is intended to improve the faith of Catholic youth. The research was conducted by using qualitative research method. Qualitative research method is a form of research designed to examine attitudes, views, feelings, and behavior of individuals or groups of people or social issues being investigated. This study aims to analyze the extent to which Catholic Religious Education affects the development of faith and behavioral change of the Catholic Junior High School students in Madiun. The results of the research indicated that 7 (58%) of respondents stated that junior high school students were students between 13-15 years old. There were 12 (100%) respondents said that Catholic Religious Education taught in the School was able to help the junior high school students to have more knowledge about Jesus and his preaching. As many as 6 (50%) of respondents stated that Catholic Religious Education is very helpful to get know more about themselves personally. There were 8 (67%) of respondents stated that the teaching of Catholic Religion made their faith progressively improved. Broadly speaking, all respondents experienced that Catholic Religious teaching has made their Catholic faith being developed so far. It made the respondents more diligent and actively involved in throughout Catholic Church activities and any social affairs.

Homophobia in Catholic schools: An exploration of teachers’ rights and experiences in Canada and Australia

Little is known about the experiences of non-heterosexual educators in Catholic schools. This international analysis reveals previously unreported data from Australian and Canadian qualitative studies that examine the experiences of lesbian, gay, bisexual, transgender and intersex (LGBTI) teachers, and LGBTI Allies from Australia and Canada who are currently teaching or have taught in Catholic schools. Bringing their work together for the first time, the two lead researchers compare their investigations and reveal disheartening similarities with religiously inspired homophobia despite differing legal and policy contexts of the two countries. These two studies demonstrate that LGBTI teachers, and LGBTI Allies, rely on their personal beliefs and local school community culture and policies to understand their equality rights and this has significant implications for the field of education.

Leaving the Barrio and Entering the Culture of College: Padilla Testimonios

This study uses a testimonios research methodology to explore the familial origins of educational resilience and to report on the entering into the culture of college by four brothers in a Latin@ family, all of whom earned advanced degrees and pursued careers in psychology, medicine, literature, and law. In addition, LatCrit, a theoretical framework that derives from critical theory and critical race theory with added dimensions of language, immigration, ethnicity, and culture, offered an analytical lens. The matriarch of the family is highlighted to show the positive impact on the brothers’ educational trajectory as a result of her advocacy for their education and her strong sense of ethnic pride. His working-class background, which created the essential family stability and which provided the economic support for a Catholic school education for his sons, characterizes the patriarch. The family testimonios address the value of education, tenacity despite an absence of college counseling or role models, the importance of strong family structure, and the role of a clear and strong sense of Latin@ culture and ethnicity in the lives of the brothers.

Can gay and lesbian educators form authentic relationships in their school communities?

The purpose of this study was to determine how gay and lesbian teachers who are out or closeted form and maintain relationships with members of their school community. A total of 11 gay and lesbian public and Catholic school educators from rural, suburban, and urban schools were interviewed. Each of these educators negotiated their sexual identities differently within their school communities, allowing them to form or not form relationships with colleagues, students, and parents. Descriptors such as age, experience level, and school setting, however, did not affect how open they were to establish authentic relationships with others in their schools. Most of these educators were unable to negotiate their sexual identity with their teacher identity due to fear of being authentic due to possible harassment and even being fired, keeping them from forming any meaningful relationships in their workplace settings. This study does, however, have strong implications toward developing policies that are inclusive for all lesbian and gay members of the school community.

Hiding or out? Lesbian and gay educators reveal their experiences about their sexual identities in their K-12 schools

This qualitative study explored the ways in which lesbian and gay educators, in the Midwest part of the country, negotiate their sexual identities in their school settings. Ten gay and lesbian public and Catholic school educators from rural, suburban, and urban schools were interviewed. The purpose of this study was to determine how gay and lesbian teachers negotiate their identities and how those negotiated identities affect their relationships in their school communities. Four gay and lesbian teachers and two gay administrators from public schools were interviewed about their experiences in their school settings. Additionally, a focus group of five Catholic school educators, from two different schools, was conducted. Each of these educators negotiated their sexual identities differently within their school communities; however, descriptors such as age, experience level, and school setting did not affect their identity negotiation. Most of these educators were unable to negotiate their sexual identity with their teacher identity due to fear of intimidation and discrimination, or being fired. The only exceptions being when they cautiously negotiated their sexual identities with a few of their colleagues. This raises questions about school policy and school culture for the inclusion of gay and lesbian individuals in schools.

Lesbian and Gay Educators Functioning in Heteronormative Schools

This qualitative study explores the ways in which lesbian and gay educators negotiate their sexual identities in their school settings. Ten gay and lesbian public and Catholic school educators from rural, suburban, and urban schools were interviewed. Each of these educators negotiated their sexual identities differently within their school communities; however, descriptors such as age, experience level, and school setting did not affect their identity negotiation. Most of these educators were unable to integrate their sexual identity with their teacher identity due to various types of fear: fear of being fired, fear of entering the teaching profession, fear of being outed and facing harassment and isolation, and fear of undermining authenticity.

La educación sexual: un desafío para la educación católica

Sex education in Catholic schools the world over poses a challenge. Since 2010, all schools in Chile have been required by law to offer a sex education program. However, little has been done to evaluate its implementation in schools that identify as Catholic. The article explores the difficulties and challenges perceived by teachers who are in charge of sex education at Catholic schools in the metropolitan area of Santiago de Chile.Method: A qualitative design was used and data was collected through semi-structured interviews, based on a thematic script concerning an intentional sample. A descriptive and relational analysis was carried out, using grounded theory procedures. Theoretical saturation of the data was the criterion for completion.The main difficulties found with sex education in Catholic schools are: the tension between the postulates of Catholic doctrine, the experiences of young people, an environment that is erotic and adverse to Christian values; and the beliefs of families and teachers. In addition, there is a lack of participation on the part of families and the operational difficulty of imparting education of this type, due to want of protec- ted time, adequate infrastructure and trained teachers.

Examining some aspects of the worldview of students in Australian Catholic schools: some implications for religious education

Religious education always takes place within a cultural context. In recent decades, this context has changed significantly and Catholic schools now engage with a world that is very different from the immediate post-Vatican 2 era. This changed cultural context shapes the views, beliefs and practices of students in Catholic schools. One way of exploring this contextualisation is to describe the worldviews of young people and to discuss some of the major features of these. This paper reports on an ongoing study of students in Catholic schools. It records how they see themselves, their involvement in Church and their religious expression. Results indicate nuanced responses that invite sophisticated analysis of young people and worldview. One clear trend to emerge is the changing perception of students as they progress through the school system. This finding is in accord with a view that describes religious engagement of young people reaching a plateau at a relatively early age. Some of the implications of this study for religious educators in Catholic schools will be drawn out and discussed with a number of recommendation made for practitioners.

Vision, Mission, and Technology Implementation: Going One-to-One in a Catholic School

As one-to-one computing initiatives become commonplace, some Catholic school educators might find themselves wondering what, if anything, such technologies might have to do with Catholic identity. This case study drew upon survey and interview data to explore the intersection of Catholic vision and mission with the implementation of a one-to-one (BYOD) initiative. The study finds that Catholic values informed the school’s support of teachers, as well as its efforts to help students navigate the personal and social issues associated with devices. In the end, teachers were positive about one-to-one. Many teachers had experimented with devices in their classrooms, and some even reported using devices for social justice purposes. In other words, the school’s unique vision and mission enabled it to engage in activities that might not occur elsewhere. The implications of this study on how to conceptualize about technological change and how to lead technology initiatives are discussed.

The teacher as moral educator: comparative study of secondary teachers in Catholic schools in Australia and Ireland

This paper considers the role of the teacher in relation to moral education in Catholic schools in Australia and Ireland. Literature pertaining to faith-based schooling, the moral role of the teacher and moral education across the curriculum in both countries is outlined. The paper draws on a small-scale study involving a survey with 154 respondents and individual interviews with nine teachers. Some interesting country differences emerged that are indicative of cultural settings. These include pedagogical practices, the nature of teacher–student relationships and levels of awareness of schools' founding charisms. Some implications for moral education in faith-based schools are identified.