Constants in context: an exploration of conciliar and post-conciliar documents on the Catholic school

Hall, David; Sultmann, William; Townend, Geraldine

doi:10.1007/s40839-019-00074-6

Cited by 5 publications

(1 citation statement)

References 9 publications

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“…Faith relationships connect students to church and to the world; community nurtures relationships between teachers and students; and life relationships foster the integrated formation of the whole person -socially, academically and religiously. The significance of these elements is illumined in Magisterium documents of the Conciliar and Post-Conciliar period (Hall, Sultmann & Townend, 2019) in which the continuity of mission was found to reside in dimensions of Faith, Learning, Community and Formation. Faith was expressed in the school as being an ecclesial community centred in beliefs and values; Learning based on an understanding of the human person; Community as a place of engagement, inclusion and dialogue; and Formation as the educational experience which forms students, parents and wider community in terms of the integration of faith, life and culture.…”

Section: Introductionmentioning

confidence: 99%

Mission and teacher identity: a case for relationships

Sultmann

Brown

2019

j. relig. educ.

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Eight Catholic school communities across Australia nominated teacher identity characteristics aligned with an understanding of Catholic school mission from a local community perspective. A data mining process (Leximancer, 2017) of the collated narratives from focus groups (n = 73) highlighted the mission concept, School, with a frequency of 295 appearances. An Interpretative Phenomenological Analysis (IPA) of the concept revealed characteristics of tradition, integration and participation and characterized their essence as 'a shared sacred mission'. Participant utterances that referenced teacher characteristics and frequencies within the narrative focused on: Community (38), Faith (13), and Life (9). Community utterances identified teacher 'connections with students,' 'staff relationships,' 'associations with the broader community,' and 'involvement in the life of the school.' Faith was expressed in teacher 'leadership,' 'Gospel values,' 'spiritual growth,' 'experience of church and connection with the charism of the Religious Institute.' Life involved teachers advancing student 'welfare,' 'service,' 'tradition,' and 'advocacy.' Overall, teacher identity characteristics integral to mission were discussed as Relationship Agency, Equity and Authenticity. Relational Agency entailed facilitation of student capabilities; Relationship Equity enacted social justice values of inclusion and respect; and Relationship Authenticity advanced and witnessed a foundational meaning system aligned with Catholic school tradition. The implications of the findings identified a case for relationships as being pertinent to mission for all teachers in Catholic schools, but teachers of Religious Education in particular.

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Section: Introductionmentioning

confidence: 99%