Faith-based Identity and Curriculum in Catholic Schools examines the relationship between faith-based education and whole curriculum at a time when neoliberal ideologies and market values are having a disproportionate influence on national education policies.
Topics addressed include: current challenges and dilemmas faced by Catholic Education leadership; Catholic social teaching and its implications for whole curriculum; the opinions of teachers in Queensland Catholic schools regarding faith-based school identity with particular reference to whole curriculum; an associated comparison of these opinions teachers with those of their USA peers; school identity and Catholic social teaching in Ontario Catholic schools; an action research approach to the integration of Catholic social teaching in Queensland Catholic schools; longitudinal study of the views of pre-service teachers at a Catholic university regarding the purposes and characteristics of Catholic schools.
Bringing together professionals and academics from across the world, Faith-based Identity and Curriculum in Catholic Schools will inspire Catholic and other faith-based educators to appreciate the importance and potential of the integration of faith-based perspectives such as countercultural Catholic social teaching across the school curriculum in an educationally appropriate manner.
Introduction: Professor Jim Gleeson
Chapter 1: Critical challenges and dilemmas for Catholic Education leadership internationally. Professor Jim Gleeson.
Chapter 2: Catholic social teaching. Professor Peta Goldburg.
Chapter 3: Laudato Si': Some curriculum and pedagogical implications. Professor Jim Gleeson and Professor Peta Goldburg
Chapter 4: Catholic social teaching should permeate the Catholic secondary school curriculum: an agenda for reform. Professor Gerald Grace, St Mary’s College, London.
Chapter 5: Teaching for a just world: Social justice and human rights perspectives across the curriculum. Professor Nina Burridge, University of Technology, Sydney.
Chapter 6: The distinctive nature of Catholic Education in Ontario: Catholic perspective integrated across the curriculum. Katharine Stevenson and Mike Pautler, Ontario Catholic Education.
Chapter 7: The identity of Catholic schools as seen by teachers in Catholic schools in Queensland. Professor Jim Gleeson, Professor John O’Gorman, Griffith University & Dr Maureen O’Neill, Australian Catholic University
Chapter 8: The characteristics of Catholic schools: Comparative perspectives from the United States and Queensland, Australia. Gleeson, O’Gorman, Goldburg & O’Neill
Chapter 9: Longitudinal study of the attitudes of pre-service teachers at an Australian Catholic University to key aspects of faith-based education: Some conundrums to ponder. Gleeson & O’Neill.
Chapter 10: Curriculum, culture, and Catholic Education: a Queensland perspective. Gleeson & O’Neill.
Chapter 11: The integration of Catholic social teaching across the curriculum: A school-based action research approach. Gleeson & Goldburg.
Chapter 12: Identity and Curriculum in Catholic Education: Main lessons and issues arising. Gleeson.