RE Leader Connectedness: A Theology of the Lived Reality of Catholic Education

Autor/inn/en	Stern, Julian; Buchanan, Michael T.
Titel	RE Leader Connectedness: A Theology of the Lived Reality of Catholic Education
Quelle	In: Journal of Beliefs & Values, 42 (2021) 3, S.378-392 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stern, Julian) ORCID (Buchanan, Michael T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361 7672
DOI	10.1080/13617672.2020.1850610
Schlagwörter	Religious Education; Catholic Schools; Catholic Educators; Cross Cultural Studies; Comparative Education; Churches; Accountability; Teaching Methods; School Role; Social Problems; Foreign Countries; Visual Arts; Instructional Leadership; Administrator Role; Teacher Role; Elementary School Teachers; Secondary School Teachers; Australia; Hong Kong; United States; United Kingdom; Germany + Suchen Sie Ihr Suchwort? Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Katholische Schule; Katholische Erziehergemeinschaft; Cultural comparison; Kulturvergleich; Vergleichende Erziehungswissenschaft; Church; Kirche; Verantwortung; Teaching method; Lehrmethode; Unterrichtsmethode; Social problem; Soziales Problem; Ausland; Optische Gestaltung; Instruction; Leadership; Bildung; Erziehung; Führung; Lehrerrolle; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Australien; Hongkong; USA; Großbritannien; Deutschland
Abstract	The relationships between RE leaders in Catholic education and their schools and their religious communities may be ambiguous. RE leaders often appear disconnected from both 'ordinary' teacher issues and 'ordinary' leadership issues because of their religious responsibilities. In this innovative research project, the authors have explored RE leader connectedness and disconnectedness in Catholic schools around the world. Visual research methods are used, as respondents make use of artistic representations of both connectedness and disconnectedness, to describe (by explaining their choice of picture) the nature of their connectedness. Responses from Australia, Hong Kong in China, the USA, the UK and Germany are presented here, generating an initial account of the lived reality of RE leaders in Catholic schooling systems. Responses range from those who seem to integrate their accountabilities to school and church systems to those who seem more 'torn' between those systems and disconnected from one or both of school and church. The authors suggest this has implications for practical-empirical theology, and education more generally, based on the idea of the 'bi-dimensionality' of the RE leader role in Catholic schools, and on the role of the school in Catholic theology which, according to D'Souza, 'cannot help but be one of the intersecting points where the problems and challenges of society are encountered'. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01