Critical Theory and Catholic Social Teaching: A Research Framework for Catholic Schools

Autor/inn/en	Bradley-Levine, Jill; Carr, Kari A.
Titel	Critical Theory and Catholic Social Teaching: A Research Framework for Catholic Schools
Quelle	In: Journal of Catholic Education, 18 (2015) 2, Artikel 3 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2373-8170
Schlagwörter	Catholic Schools; Urban Schools; Critical Theory; Social Justice; After School Programs; Ethnography; Research Methodology; Peer Relationship; Teacher Student Relationship; Caring; Social Support Groups; Helping Relationship; Student Behavior; Behavior Problems; Family School Relationship; Human Dignity; Qualitative Research; Semi Structured Interviews; Focus Groups; Observation + Suchen Sie Ihr Suchwort? Katholische Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Kritische Theorie; Soziale Gerechtigkeit; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Ethnografie; Research method; Forschungsmethode; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Care; Pflege; Sorge; Betreuung; Social support; Soziale Unterstützung; Helfende Beziehung; Student behaviour; Schülerverhalten; Menschenwürde; Qualitative Forschung; Beobachtung
Abstract	In this article, the authors share findings from an ethnographic study drawn from an evaluation of an after-school program directed by a Catholic diocese to meet the educational needs of children attending urban Catholic schools. The authors used critical research methods within the context of Catholic social teaching (CST) as a theoretical framework for the data presented in this article. Two themes emerged during this data collection and analysis. The first theme, student interactions, describes the helpful ways that students engaged with each other during the afterschool program, and also the manner in which students exhibited a need for greater supports. The second theme, staff-student and staff-families interactions, explains how staff members connected with students in the after-school program, and their families and experiences. The focus on relationships emerged as an explicit connection to the CST themes of care, solidarity, and community within the after-school program sites. These findings have implications for researchers and educators working in Catholic and/or urban schools, or their respective after-school programs. (As Provided).
Anmerkungen	Loyola Marymount University. School of Education 1 LMU Drive, University Hall Suite 1760, Los Angles, CA 90045. e-mail: catholicedjournal@lmu.edu; Web site: http://digitalcommons.lmu.edu/ce
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01