This text explores the relationship between neo-liberal values, faith-based education and whole curriculum. It presents data from serving and pre-service teachers in Queensland regarding Catholic school identity and reports on an action research approach to the integration of Catholic social teaching across the curriculum.
This text explores the relationship between neo-liberal values, faith-based education and whole curriculum. It presents data from serving and pre-service teachers in Queensland regarding Catholic school identity and reports on an action research approach to the integration of Catholic social teaching across the curriculum.
Jim Gleeson, inaugural Professor of Identity and Curriculum in Catholic Education at Australian Catholic University, Brisbane (2013-2018), holds post-graduate qualifications in philosophy, theology and education. He is widely published and his research interests include curriculum policy/development/evaluation and faith-based education. Having started out as a secondary teacher Jim worked as a teacher educator, Department Head and Senior Lecturer at University of Limerick. Peta Goldburg, foundation Chair of Religious Education at Australian Catholic University, holds qualifications in music education, theology and religious education. She has worked extensively in primary, secondary and tertiary education sectors. Peta has led syllabus development in Religious Education and Study of Religion in Queensland for 15 years and her textbooks are used throughout Australia
Inhaltsangabe
Introduction; 1: Critical challenges and dilemmas for Catholic Education leadership internationally; 2: Catholic social teaching; 3: Laudato Si': some curriculum and pedagogical implications; 4: Catholic social teaching should permeate the Catholic secondary school curriculum: an agenda for reform; 5: Teaching for a just world: social justice and human rights perspectives across the curriculum; 6: The distinctive nature of Catholic Education in Ontario: Catholic perspective integrated across the formal curriculum; 7: The identity of Catholic schools as seen by teachers in Catholic schools in Queensland; 8: The characteristics of Catholic schools: comparative perspectives from the USA and Queensland, Australia; 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; 10: Curriculum, culture and Catholic Education: a Queensland perspective; 11: The integration of Catholic social teaching across the curriculum: a school-based action research approach; 12: Identity and Curriculum in Catholic Education: main lessons and issues arising
Introduction; 1: Critical challenges and dilemmas for Catholic Education leadership internationally; 2: Catholic social teaching; 3: Laudato Si': some curriculum and pedagogical implications; 4: Catholic social teaching should permeate the Catholic secondary school curriculum: an agenda for reform; 5: Teaching for a just world: social justice and human rights perspectives across the curriculum; 6: The distinctive nature of Catholic Education in Ontario: Catholic perspective integrated across the formal curriculum; 7: The identity of Catholic schools as seen by teachers in Catholic schools in Queensland; 8: The characteristics of Catholic schools: comparative perspectives from the USA and Queensland, Australia; 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; 10: Curriculum, culture and Catholic Education: a Queensland perspective; 11: The integration of Catholic social teaching across the curriculum: a school-based action research approach; 12: Identity and Curriculum in Catholic Education: main lessons and issues arising
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