Vatican Statement on Gender Theory in Education: Creating Competing Interests in Catholic Schools

Autor/in	Sellers, Kathleen M.
Titel	Vatican Statement on Gender Theory in Education: Creating Competing Interests in Catholic Schools
Quelle	In: Journal of Cases in Educational Leadership, 26 (2023) 2, S.150-164 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sellers, Kathleen M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/15554589231164065
Schlagwörter	Catholic Schools; Gender Differences; Communities of Practice; Catholics; Churches; Gender Issues; LGBTQ People; Philosophy; Scientific Research; Catholic Educators; Secondary School Teachers; Systems Approach; Case Studies; Curriculum Development; Interdisciplinary Approach; Mentors; Accreditation (Institutions); Sexual Identity; Family Relationship; Ethics; Instructional Leadership; Institutional Mission; Religious Education + Suchen Sie Ihr Suchwort? Katholische Schule; Geschlechterkonflikt; Community; Katholik; Church; Kirche; Geschlechterfrage; Philosophie; Katholische Erziehergemeinschaft; Systemischer Ansatz; Case study; Fallstudie; Case Study; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Geschlechtsidentität; Sexuelle Identität; Ethik; Instruction; Leadership; Bildung; Erziehung; Führung; Kirchliche Erziehung; Religionserziehung; Religionspädagogik
Abstract	In June 2019, the Vatican published its first-ever document on gender theory. This document was directed at Catholic educational institutions and draws on theology and philosophy, while excluding science on gender identity and testimonies from transgender people, to suggest gender theory is an ideology endangering the family. The case of Jane, a practicing Catholic and teacher-leader in a Catholic secondary school, contributing to cross-disciplinary curriculum development, school accreditation, and student mentorship, is used to anticipate problems of practice which may emerge as this document's guidance is applied at the school level. Ecological systems theory and communities of practice theory are used to analyze this case. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01