Faith-based Identity of Catholic Schools: Curriculum Perspectives examines the relationship between faith-based education and whole curriculum at a time when neo-liberal 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 of Catholic Schools: Curriculum Perspectives will inspire Catholic and other faith-based educators to appreciate the importance and potential of the integration of faith-based perspectives such as counter-cultural Catholic social teaching across the school curriculum in an educationally appropriate manner.
Introduction: Professors Gleeson and Goldburg
Chapter 1: Critical challenges and dilemmas for Catholic Education Leadership internationally (ICSE 2015)*. Professor Jim Gleeson.
Chapter 2: Catholic Social Teaching. Professor Peta Goldburg.
Chapter 3: Catholic Social Teaching should permeate the Catholic secondary school curriculum: an agenda for reform. Professor Gerald Grace, St Mary’s College, London.
Chapter 4: Teaching for social justice: critical pedagogy in neo-liberal times. Professor Annette Woods, Queensland University of Technology.
Chapter 5: Integrating human rights education across the curriculum. Professor Nina Burridge, University of Technology, Sydney.
Chapter 6: Integrating Catholic perspectives 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 (ISCE 2018)*. 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 USA and Queensland, Australia (Journal of Catholic Education, 2018)*. Gleeson, O’Gorman, Goldburg & O’Neill
Chapter 9: Longitudinal study of student teachers’ opinions and attitudes regarding the faith-based identity of Catholic schools. Gleeson & O’Neill.
Chapter 10: Curriculum, culture, and Catholic education: a Queensland perspective (Curriculum Perspectives 2017)*. Gleeson & O’Neill.
Chapter 11: Identity and Curriculum in Brisbane Catholic schools – an action research approach. Gleeson & Goldburg.
Chapter 12: The Identity and Curriculum in Catholic Education Project: lessons learned. Gleeson.
Chapter 13: Conclusion. Gleeson & Goldburg.