Liberation Theology and Critical Pedagogy in Today's Catholic Schools

Oldenski, Thomas

doi:10.4324/9781315051017

Cited by 2 publications

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“…One of the fundamental principles of a Catholic school, as articulated by some of the key Vatican documents, is that it must have Jesus and the gospel at its heart (Sacred Congregation of Catholic Education 1977;Miller, 2006). There is also an ecclesial dimension to Catholic schools and The Religious Dimension of the Catholic School (1988) positions the Catholic school within the Catholic Church (Oldenski, 2011):…”

Section: Catholic Schools and Care For The Poormentioning

confidence: 99%

Mary, woman of faith and displaced person: insights for Catholic schools

McKinney

2021

j. relig. educ.

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Catholic schools share in the preferential option for the poor that is an essential part of following Jesus and the mission of the Church. Catholic schools in many parts of the world have an historical and contemporary mission for the care and education of the poor. This article uses key passages from the Gospels of Luke and Matthew to illustrate that Mary can be understood as an exemplar of God’s preferential option for the poor. Mary is presented as a young and poor Jewish woman of faith in the Annunciation and the Magnificat in Luke’s Gospel and is presented as an externally displaced person in flight into Egypt in Matthew’s Gospel. The paper also examines the journey to Bethlehem in Luke’s Gospel as interpreted by Pope Francis. He interprets this as Mary being an internally displaced person. Adopting these distinctive modes of interpretation, Mary can be recognised as a model of the preferential option for the poor for Catholic schools.

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Section: Catholic Schools and Care For The Poormentioning

confidence: 99%

Mary, woman of faith and displaced person: insights for Catholic schools

McKinney

2021

j. relig. educ.

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“…Throughout his voluminous writing, including Pedagogy of the Oppressed (1970), Education for Critical Consciousness (1973), Pedagogy of Hope (1992), Pedagogy of the City, and Pedagogy of Freedom (1998), Freire develops his overriding ideals of education as a transformative, context-laden, grassroots political movement. His influence on scholars (including Donald Macedo, Henry Giroux, Cornel West, Bell Hooks, & Peter McLaren), practitioners (such as those described by Oldenski, 1997), and their communities (especially in poverty-laden urban areas throughout North and South America) continues to be witnessed nearly forty years after his first book.…”

Section: Paulo Freire's Transformative Ideologymentioning

confidence: 99%

Centering Love, Hope, and Trust in the Community

2011

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In this article, we suggest that communities must explore alternative leadership ideologies, actors, and venues to make meaningful academic and social improvements in our cities. We examine how themes from Paulo Freire's critical ideology can help expand our conceptualizations of educational leadership and facilitate pragmatic responses to complex urban dilemmas. To illustrate our claims, we provide two case examples of urban educational leadership that is guided by Freirean dialogical tenets of love, faith, humility, hope, critical thinking, and solidarity.

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Liberation Theology and Critical Pedagogy in Today's Catholic Schools

Cited by 2 publications

References 0 publications

Mary, woman of faith and displaced person: insights for Catholic schools

Mary, woman of faith and displaced person: insights for Catholic schools

Centering Love, Hope, and Trust in the Community

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