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Autor/inn/enByrne, Richard; Devine, Dympna
Titel'Catholic Schooling with a Twist?': A Study of Faith Schooling in the Republic of Ireland during a Period of Detraditionalisation
QuelleIn: Cambridge Journal of Education, 48 (2018) 4, S.461-477 (17 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0305-764X
DOI10.1080/0305764X.2017.1356268
SchlagwörterRole; Religious Education; Social Justice; Models; Cultural Pluralism; Educational Change; Social Change; Mixed Methods Research; Social Class; Student Diversity; Foreign Countries; Catholic Schools; Principals; Semi Structured Interviews; Administrator Attitudes; Case Studies; Parent Attitudes; Student Attitudes; Teacher Attitudes; Secondary School Students; Secondary School Teachers; Questionnaires; Ireland
AbstractThe role of faith-based schools is increasingly debated within a context of school reform, rights and plurality in multi-ethnic societies. The Catholic schooling system in the Irish Republic (always referred to as Ireland in the text) represents an interesting case internationally because of the extent to which Catholic education is structurally embedded as normative across the education system. Yet, Ireland is in a process of detraditionalisation and wider societal change. Drawing on Bourdieu and Bernstein, and a mixed methodological study of Catholic secondary schools, the article presents a typology of Catholic schooling in transition. This identifies a continuum of Catholicity among the study schools that is mediated by dynamics of social class in an increasingly competitive and diverse system. It is argued this has implications for considering the role of a recontextualised model of Catholic faith schooling, underpinned by principles of social justice in a multicultural and more secularly oriented society. (As Provided).
AnmerkungenTaylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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