The impact of cultural religious values upon pre-service teachers’ perceptions of their role as educators in Catholic religious schools

Gellel, Adrian-Mario; Buchanan, Michael T.

doi:10.1080/13617672.2011.627688

Cited by 2 publications

(7 citation statements)

References 5 publications

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“…Although the principals in this study allay parents' and appointees' fears by telling them that they should feel free to invite their religious leaders to come and address learners as part of their different religious observances, I doubt that the manner in which these conversations take place leave room for either debates or objections. I therefore concur with Gellel andBuchanan (2011), Mawhinney (2007), Lupul (1969) that such religious practices appear not a practical solution.…”

Section: Policy Developmentsupporting

confidence: 60%

“…Christian practices such as prayers, Bible readings, religious instruction classes, Christmas and Easter celebrations complete with God, Christ and angels are therefore a norm regardless of a child's religious faith (Lupul 1969). Similarly, religious education classes are compulsory in Australia and they are held for all students (Gellel and Buchanan 2011). In Malta, religious education with the Catholic tradition is a compulsory subject (Gellel and Buchanan 2011).…”

Section: Religious Discrimination In Education and Implicationsmentioning

confidence: 99%

“…Similarly, religious education classes are compulsory in Australia and they are held for all students (Gellel and Buchanan 2011). In Malta, religious education with the Catholic tradition is a compulsory subject (Gellel and Buchanan 2011). It is worth mentioning however that the Quebec Charter of Human Rights and Freedoms (1975) and Malta, House of Representatives (2009) gave parents the right to exempt their children from religious practices that are against their religious beliefs.…”

Section: Religious Discrimination In Education and Implicationsmentioning

confidence: 99%

“…It is worth mentioning however that the Quebec Charter of Human Rights and Freedoms (1975) and Malta, House of Representatives (2009) gave parents the right to exempt their children from religious practices that are against their religious beliefs. Nonetheless, evidence suggests that withdrawal of children from religious practices has not been an effective solution (Gellel and Buchanan 2011;Mawhinney 2007;Lupul 1969).…”

Section: Religious Discrimination In Education and Implicationsmentioning

confidence: 99%

“…Religious practices that unfairly discriminate against other religious beliefs are observed in countries such as Canada, Nigeria, Australia, South Africa, to cite but a few of them. Although religious practices are permissible in schools, provision is made for certain religions, Islam, for instance, not all (Peters 1998;Gellel and Buchanan 2011). This article therefore defines "unfair" religious discrimination to be those processes and practices that provide unequal treatment to religions in a particular community.…”

Section: Religious Discrimination In Education and Implicationsmentioning

confidence: 99%

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Is it possible to be accommodative of other religions as a school principal?

Nthontho

2017

j. relig. educ.

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In 2003, when the Department of Education in South Africa promulgated its National Policy on Religion and Education, Religion Education was introduced in schools. One of the aims of this policy was for public schools to promote, protect, respect and instil the core values of a democratic society through their processes and practices. The role of the school principal has been to mediate implementation of this policy. Since then, religion in schools has been a complex and contested subject. While acknowledging these contestations, this article focuses on whether or not it is possible for school principals to be accommodative of other religions. More specifically, the argument informing the article is that it is not only possible, but also necessary, in terms of the principals' mandate to mediate policy implementation in schools. In so doing, the article reports on the narratives of the twelve purposefully selected school principals on how they implement the religionin-education policy in their respective schools. The findings show that previous experience and insufficient training play an important role in influencing school principals' decisions towards policy implementation. Recommendations are therefore made.

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Section: Policy Developmentsupporting

confidence: 60%

Section: Religious Discrimination In Education and Implicationsmentioning

confidence: 99%

Section: Religious Discrimination In Education and Implicationsmentioning

confidence: 99%

Section: Religious Discrimination In Education and Implicationsmentioning

confidence: 99%

Section: Religious Discrimination In Education and Implicationsmentioning

confidence: 99%

See 3 more Smart Citations

Is it possible to be accommodative of other religions as a school principal?

Nthontho

2017

j. relig. educ.

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‘I will do it but religion is a very personal thing’: teacher education applicants’ attitudes towards teaching religion in Ireland

Heinz

Davison

Keane

2018

European Journal of Teacher Education

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There has been extensive research internationally describing teachers' homogenous socio-demographic backgrounds and critiquing the associated equity and diversity issues, most especially with regard to ethnicity and gender, and to a lesser extent, social class and disability. Yet, teachers' religious affiliations and/or convictions have rarely been explored. Since ninety-six per cent of state primary schools in Ireland are denominational, considering religious diversity in teaching is both critically important and a complex undertaking. This paper examines primary initial teacher education applicants' religiosity, and views of teaching religion, in Ireland. Our data suggest low levels of religious practice and religiosity among ITE applicants, many of whom would prefer to teach religion using a non-confessional approach. The paper raises critical questions regarding the experiences, constitutional rights and professional practice of increasingly secular and/or non-practicing Catholic teacher cohorts in a predominantly Catholic primary education system that has survived the trend towards progressive 'unchurching' of Europe.

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The impact of cultural religious values upon pre-service teachers’ perceptions of their role as educators in Catholic religious schools

Cited by 2 publications

References 5 publications

Is it possible to be accommodative of other religions as a school principal?

Is it possible to be accommodative of other religions as a school principal?

‘I will do it but religion is a very personal thing’: teacher education applicants’ attitudes towards teaching religion in Ireland

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