International Studies in Catholic Education最新文献

{"title":"A ‘learning community’ as a social justice model for Catholic education in Thailand","authors":"Nopparat Ruankool SJ","doi":"10.1080/19422539.2022.2104555","DOIUrl":"https://doi.org/10.1080/19422539.2022.2104555","url":null,"abstract":"Inspired by Paul VI’s Octogesima Adveniens regarding the Church’s urgent response to social issues, in his speech to Jesuit alumni in Valencia in July 1973, Fr. Pedro Arrupe reflected on the concept of ‘social justice’ and its implications for Jesuit schools. He spoke about how Jesuit education could assist students to become ‘men and women for others’, men and women who can bring about change for the better in their societies. Since then, promoting ‘social justice’ has become one of the Jesuit educational priorities and has brought about significant reform within Jesuit educational institutions worldwide. This includes the newly established institution of a ‘learning community’ that addresses educational inequality for poor indigenous students in Thailand. This research paper reflects on how this institution can be a model that promotes justice in education and forms our students to become ‘agents of change.’ This paper begins by revisiting Fr. Arrupe’s concept of ‘social justice’ and philosophically analyses the learning formation of a new Jesuit institution, called the Xavier Learning Community (XLC). Drawing from this analysis, I argue that the model of ‘learning community’ may also inspire other Catholic schools to address common social issues in Thailand based on the Christian values of continual conversion, fraternal and sororal relationship, and discernment.","PeriodicalId":54060,"journal":{"name":"International Studies in Catholic Education","volume":" 11","pages":"183 - 196"},"PeriodicalIF":0.3,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41251440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Educating from the periphery: the mission of the Catholic Church in advancing a knowledge society in Manggarai region, Indonesia","authors":"Maksimus Regus","doi":"10.1080/19422539.2022.2125250","DOIUrl":"https://doi.org/10.1080/19422539.2022.2125250","url":null,"abstract":"This article focuses on the historical role of the Catholic Church of Ruteng Diocese in Manggarai, Indonesia, in developing educational services to accelerate the development of an educated society. Theoretically, this article refers briefly to the discussion around the knowledge society and looks at the role of the Catholic Church in this context. The qualitative methodology based on data collection techniques, one of which is archival studies, is used in the elaboration process of this study. This article presents several significant findings, including the historical role of the Diocese of Ruteng in pastoral education through the construction of schools, challenges in education management, and current strategies for pastoral education development.","PeriodicalId":54060,"journal":{"name":"International Studies in Catholic Education","volume":"14 1","pages":"216 - 230"},"PeriodicalIF":0.3,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46949129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Editorial","authors":"John Lydon","doi":"10.1080/19422539.2022.2139361","DOIUrl":"https://doi.org/10.1080/19422539.2022.2139361","url":null,"abstract":"In this edition, the second of my editorship, I am once again privileged to report that we are publishing articles from researchers across five continents: Africa, Asia, Australia, North America and Europe, representing seven countries. Taking into account the book reviews appraising scholarship from Australia, England and Ireland, the Editorial Board continues to maintain the global reach of the journal. From India, Mukti Clarence, a Jesuit priest belonging to the South Indian conference, has co-authored an article with P.D. Viju, a Catholic priest belonging to The Carmelites of Mary Immaculate (CMI) Congregation, and Tony Sam George, the Dean of Humanities and Sciences, and the Head of the Department of Psychology, Christ University, Bangalore. They have written a thought-provoking article exploring the extent to which the Jesuit education vision is being maintained in challenging circumstances in rural Chotanagpur, India, in a contemporary context, in contrast to the situation in the pre-independence era. The phrases ‘affective commitment’ and ‘psychological wellbeing’ are particularly pertinent in relation to teachers. These are regarded as central to the project of recovering the fundamental principles for the Jesuit educational mission, reflecting similar situations across Catholic education worldwide and most certainly in a UK context. A second religious order, the Comboni missionaries, features prominently in the second article by Jorge Carlos Naranjo Alcaide exploring the identity and quality of Catholic schools in Sudan currently. After a historical conspectus of the contribution and impact of the Comboni missionaries in Sudan and in order parts of Africa, focusing especially on the founder of the order, the article goes on to investigate contemporary challenges, once again in a post-independence context. The exploration of the broadening of the concept of evangelisation in a post-Vatican II context, encapsulated in the iconic Apostolic Exhortation of Pope Paul VI Evangelii Nuntiandi (1975) leads Alcaide to conclude that ‘Catholic Schools have shown special care for the cultural, religious and ethnic diversity of their staff and students based on the respect for the personal freedom and the infinite dignity of every human person’. In my view, this constitutes a significant achievement in a context in which Catholics represent just 1% of the population and reflects the central tenets of the Congregation for Catholic Education’s 2017 document Educating to Fraternal Humanism. The third article, authored by Timothy Cook, Ronald Fussell and Thomas Simonds SJ, all colleagues at the University of Creighton USA, examines comprehensively the imperative to avert a crisis in the context of the turnover and retention of Catholic School Superintendents in the USA. In explaining the contrasting roles of Catholic and public-school superintendents, the authors refer to research that reveals a significant correlation between the effectiveness of superin","PeriodicalId":54060,"journal":{"name":"International Studies in Catholic Education","volume":"14 1","pages":"111 - 113"},"PeriodicalIF":0.3,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43230332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Headteachers in Catholic schools in England: contemporary challenges. A follow-up research study: part 2","authors":"David Fincham","doi":"10.1080/19422539.2022.2035978","DOIUrl":"https://doi.org/10.1080/19422539.2022.2035978","url":null,"abstract":"This paper is a follow up to a previous article published online in this journal (Fincham; 2019) in which the writer describes the first phase of research into contemporary challenges facing headteachers in Catholic schools in England as expressed from the perspective of headteachers within one diocese. It was evident from the first phase that leaders in Catholic schools are subject not only to pragmatic concerns about funding and recruitment but also to both implied and overt challenges to Catholic identity and integrity, which are tested by pressures of social media, which have an impact upon the mental and emotional health of young people, and a pervasive secular mind-set, which impinges on faith practice in families and in the community. It was noted that the reduction in the number of priests in Catholic dioceses in England has also often left the school as the single focus of the Catholic community, which has implications for sustaining spiritual capital. The first phase of the investigation examined responses to an open question in which headteachers at a Catholic diocesan conference were invited to indicate their three most pressing challenges. The responses were subject to a process of Thematic Analysis (TA), as a result of which five pre-eminent issues were identified. The opportunity was also taken to investigate the extent to which spiritual capital was being renewed in Catholic schools. These ‘categories of discourse’ informed the face-to-face interviews that were conducted with five primary headteachers and four secondary headteachers in the second phase of the investigation. The data gathered enabled the researcher to ascribe meaning to headteachers’ unique experiences.","PeriodicalId":54060,"journal":{"name":"International Studies in Catholic Education","volume":"14 1","pages":"197 - 215"},"PeriodicalIF":0.3,"publicationDate":"2022-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42822498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Three case studies of Catholic secondary schools in Kenya","authors":"","doi":"10.1080/19422539.2021.1955536","DOIUrl":"https://doi.org/10.1080/19422539.2021.1955536","url":null,"abstract":"","PeriodicalId":54060,"journal":{"name":"International Studies in Catholic Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43580112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Franciscan Sisters of St. Anna secondary schools","authors":"Sister Colleta Aluoch","doi":"10.1080/19422539.2021.1955534","DOIUrl":"https://doi.org/10.1080/19422539.2021.1955534","url":null,"abstract":"This paper examines the management of secondary schools run by the Franciscan Sisters of St. Anna in Kenya. It begins with a brief history of the Congregation from its foundation in Oudenbosch to the time its mission began in Kenya. The guiding principle for Franciscan Sisters of St Anna schools is the Charism and sound traditions of the Congregation. The fostering of quality education and good administration of these schools have helped to inculcate good morals in the learners through Catholic teachings. Many of the schools were founded for the girl child, the vulnerable and the less fortunate in the society, thus echoing the mission of the Sisters; voice to the voiceless. The Sisters work hand-in-hand with Dutch and Kenyan governments to see the schools grow. The schools have a long-standing history of discipline and good morals. The paper highlights the sources of funds for the schools which include Government of Kenya, the Congregation through donors, and the parents. In the management of these schools, the principals see to it that there is; proper management of funds, professional development and motivation of staff for improved performance in learners. Finally, the paper discusses some challenges faced by the school administrators and how to overcome them.","PeriodicalId":54060,"journal":{"name":"International Studies in Catholic Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42164373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assumption Sisters of Eldoret Schools","authors":"Alemreng C. Pamela","doi":"10.1080/19422539.2021.1955535","DOIUrl":"https://doi.org/10.1080/19422539.2021.1955535","url":null,"abstract":"This paper examines the historical background of the Assumption Sisters of Eldoret (ASE), its Charism and apostolate and the secondary schools run by the ASE. It seeks to understand how the Sisters deal with discipline and performance in their schools. The paper also looks at the role of ASE in the management of the schools especially in financing, staff development and checking the facilities, how they handle the challenges facing the secondary schools that are run by the Sisters. The paper concludes and gives a way forward on how to improve the running of the schools run by the Assumption Sisters of Eldoret.","PeriodicalId":54060,"journal":{"name":"International Studies in Catholic Education","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42081793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding the relations between transcendence and mathematics: a resource essay for educators and students in Catholic universities to appreciate its deep meanings","authors":"E. Canetta","doi":"10.1080/19422539.2021.2020496","DOIUrl":"https://doi.org/10.1080/19422539.2021.2020496","url":null,"abstract":"Mathematics was considered to be a universal language that God used to write the book of nature. Many of the greatest mathematicians (such as Descartes, Leibniz, Euler, Cantor) saw their mathematical work as a way to have a clearer insight into the existence of God and His infinity, as well as to glorify His name. This paper explores the mathematics-theology relation in the works of some of the greatest mathematicians from the fifteenth century to the present day. It also discusses how this information could be used to introduce the investigation of the reality of mathematics as divine language in the mathematics curricula of Catholic universities and colleges. At advanced levels, students need to understand Mathematics not only as a secular subject of technical utility, but also as a rich culture in which ideas of transcendence can be explored.","PeriodicalId":54060,"journal":{"name":"International Studies in Catholic Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47418355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"At the crux of vocation and profession: teachers’ work in Catholic schools","authors":"Heidi Hallman","doi":"10.1080/19422539.2022.2035977","DOIUrl":"https://doi.org/10.1080/19422539.2022.2035977","url":null,"abstract":"The question: ‘Education: Commodity or Public Good?’ (Grace, G. 1989. “Education: Commodity or Public Good?” British Journal of Educational Studies 37 (3): 207–221. doi:10.1080/00071005.1989.9973812) is more prescient than ever, and this paper probes the ways in which Catholic school teachers experience market-oriented dimensions of practice alongside the spiritual capital that fuels their work. Through drawing on the narratives of teachers who teach in U.S. Catholic schools, this paper explores the ways in which teachers feel the effects of neoliberal and market-based reform in their everyday lives. The findings illuminate three themes through the analysis of teachers’ narratives: 1) Technocratic Professionalism; 2) Competition from the Marketplace and 3) Optimizing the Student Experience. The paper urges those interested in the future of Catholic schools to consider that the neoliberal agenda is not merely theoretical but produces very real consequences for teachers.","PeriodicalId":54060,"journal":{"name":"International Studies in Catholic Education","volume":"14 1","pages":"24 - 39"},"PeriodicalIF":0.3,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45433205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Irish and British reflections on Catholic education: foundations, identity, leadership issues and religious education in Catholic schools","authors":"Marie Griffin","doi":"10.1080/19422539.2022.2035981","DOIUrl":"https://doi.org/10.1080/19422539.2022.2035981","url":null,"abstract":"","PeriodicalId":54060,"journal":{"name":"International Studies in Catholic Education","volume":"14 1","pages":"102 - 105"},"PeriodicalIF":0.3,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41504314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}