Religious identity of Catholic schools: some challenges from a Canadian perspective
In three Canadian provinces Catholic schools receive full government funding. This funding is premised on Catholic schools providing a distinctive educational environment based on the religious beliefs and practices of, among others, the teachers who work in these schools. A variety of official docu...
| Auteur principal: | |
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| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Routledge
2010
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| Dans: |
Journal of beliefs and values
Année: 2010, Volume: 31, Numéro: 3, Pages: 299-310 |
| Sujets non-standardisés: | B
religious dimension
B Canadian Catholic schools B Teachers B Éthos |
| Accès en ligne: |
Volltext (lizenzpflichtig) |
| Résumé: | In three Canadian provinces Catholic schools receive full government funding. This funding is premised on Catholic schools providing a distinctive educational environment based on the religious beliefs and practices of, among others, the teachers who work in these schools. A variety of official documents underline this notion of teachers playing an irreplaceable role in animating the religious dimension of Catholic schools. Contemporary culture, marked by a rise in a more secular and personal religious affiliation, places significant challenges before schools. These are especially pertinent when coupled with a generational shift in the staffing of Catholic schools. Some of these challenges include the need for schools to find a critical mass of suitably committed teachers and the need to reconceptualise the catechetical intent of schools and how teachers in schools are supported. |
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| ISSN: | 1469-9362 |
| Contient: | Enthalten in: Journal of beliefs and values
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| Persistent identifiers: | DOI: 10.1080/13617672.2010.521006 |