Pub Date : 2021-07-03DOI: 10.1080/19422539.2021.2010459
Godfrey Katumba
Religious education, like all learning, can take place in informal, nonformal, and formal settings. In Uganda, the Education Bill 2007 triggered discussions about religious education and control over schools by founding religious bodies. In this context, the role played by the Mugigi course to supplement the religious education imparted in schools has become especially important. The course targets candidates for the Solemn Communion and involves catechetical instruction, formation, and literacy. This paper compares the teaching approach of Mugigi and that of schools. Also highlighted are three limitations of the Mugigi programme, related respectively to the issues of poverty, the risk of placing too much emphasis on examination results, and the ‘apparent failure’ to help learners reflect further on the local Church’s inculturated rites integrated into the Mass.
{"title":"Supplementing school-based religious education in Uganda: a case study for the Mugigi catechetical course","authors":"Godfrey Katumba","doi":"10.1080/19422539.2021.2010459","DOIUrl":"https://doi.org/10.1080/19422539.2021.2010459","url":null,"abstract":"Religious education, like all learning, can take place in informal, nonformal, and formal settings. In Uganda, the Education Bill 2007 triggered discussions about religious education and control over schools by founding religious bodies. In this context, the role played by the Mugigi course to supplement the religious education imparted in schools has become especially important. The course targets candidates for the Solemn Communion and involves catechetical instruction, formation, and literacy. This paper compares the teaching approach of Mugigi and that of schools. Also highlighted are three limitations of the Mugigi programme, related respectively to the issues of poverty, the risk of placing too much emphasis on examination results, and the ‘apparent failure’ to help learners reflect further on the local Church’s inculturated rites integrated into the Mass.","PeriodicalId":54060,"journal":{"name":"International Studies in Catholic Education","volume":"13 1","pages":"209 - 216"},"PeriodicalIF":0.3,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48622428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/19422539.2021.2010448
G. Grace, Q. Wodon
Africa is the region of the world where Catholic and other faith-based schools have the largest footprint. One in nine students in a primary school in Africa is enrolled in a Catholic school, and students from the region account for more than half of all students in Catholic primary schools globally. Through the role it plays in Africa, the Catholic Church is at the forefront of providing educational opportunities in low-income countries, but challenges abound. In particular, learning poverty defined as the inability of 10-year-old children to read and understand an age-appropriate text, affects nine in ten children in sub-Saharan Africa. Students in Catholic schools are not immune to this crisis. This article introduces a framework from the World Bank on how we could end the learning crisis and summarises the contributions of the articles included in this issue in terms of that framework.
{"title":"Catholic and faith-based schools in sub-Saharan Africa: introduction to the special issue","authors":"G. Grace, Q. Wodon","doi":"10.1080/19422539.2021.2010448","DOIUrl":"https://doi.org/10.1080/19422539.2021.2010448","url":null,"abstract":"Africa is the region of the world where Catholic and other faith-based schools have the largest footprint. One in nine students in a primary school in Africa is enrolled in a Catholic school, and students from the region account for more than half of all students in Catholic primary schools globally. Through the role it plays in Africa, the Catholic Church is at the forefront of providing educational opportunities in low-income countries, but challenges abound. In particular, learning poverty defined as the inability of 10-year-old children to read and understand an age-appropriate text, affects nine in ten children in sub-Saharan Africa. Students in Catholic schools are not immune to this crisis. This article introduces a framework from the World Bank on how we could end the learning crisis and summarises the contributions of the articles included in this issue in terms of that framework.","PeriodicalId":54060,"journal":{"name":"International Studies in Catholic Education","volume":"13 1","pages":"154 - 162"},"PeriodicalIF":0.3,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45000854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/19422539.2021.2010461
A. Baker, C. Mackenzie, John Mccormick
South African democracy was born in 1994 after years of oppression and dehumanisation. Through the implementation of Child Safeguarding Policies from 2012, deep unhappiness in schools was uncovered and the use of corporal punishment which was abolished in 1996 became apparent. Teachers were adamant that corporal punishment was the only means of discipline that worked and most school discipline processes were punitive, leading to a breakdown in relationships. Faced with this challenge, the Catholic Institute of Education developed a programme based on Restorative Justice to strengthen relationships and manage conflict and tensions. The Building Peaceful Schools programme began in 2013 using an iterative process which involved three workshops: Peacebuilding, Conflict Management and Restorative Justice. In order to measure change impacts, a school climate survey for pupils was added in 2016. Results suggest slow but steady improvement.
{"title":"Building peace one school at a time: a case study for Catholic schools in South Africa","authors":"A. Baker, C. Mackenzie, John Mccormick","doi":"10.1080/19422539.2021.2010461","DOIUrl":"https://doi.org/10.1080/19422539.2021.2010461","url":null,"abstract":"South African democracy was born in 1994 after years of oppression and dehumanisation. Through the implementation of Child Safeguarding Policies from 2012, deep unhappiness in schools was uncovered and the use of corporal punishment which was abolished in 1996 became apparent. Teachers were adamant that corporal punishment was the only means of discipline that worked and most school discipline processes were punitive, leading to a breakdown in relationships. Faced with this challenge, the Catholic Institute of Education developed a programme based on Restorative Justice to strengthen relationships and manage conflict and tensions. The Building Peaceful Schools programme began in 2013 using an iterative process which involved three workshops: Peacebuilding, Conflict Management and Restorative Justice. In order to measure change impacts, a school climate survey for pupils was added in 2016. Results suggest slow but steady improvement.","PeriodicalId":54060,"journal":{"name":"International Studies in Catholic Education","volume":"13 1","pages":"217 - 227"},"PeriodicalIF":0.3,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45103931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-29DOI: 10.1080/19422539.2021.1942683
Asma Barlas
This article examines the contours of the colonialist/Eurocentric education its author received in Catholic Convents in Pakistan and traces the genealogy of some common stereotypes of Islam/Muslims, the Prophet Muhammad, and the Qur’an such an education propagates. This exercise is meant to help Catholic and Muslim educators confront these misrepresentations knowledgeably. To the same end, the essay also describes the author’s liberatory Qur’anic hermeneutics as a way to offer a very different understanding of its teachings than the one that predominates in Muslim countries today.
{"title":"Developing a dialogue between Muslim and Catholic educators: overcoming the stereotypes of the past","authors":"Asma Barlas","doi":"10.1080/19422539.2021.1942683","DOIUrl":"https://doi.org/10.1080/19422539.2021.1942683","url":null,"abstract":"This article examines the contours of the colonialist/Eurocentric education its author received in Catholic Convents in Pakistan and traces the genealogy of some common stereotypes of Islam/Muslims, the Prophet Muhammad, and the Qur’an such an education propagates. This exercise is meant to help Catholic and Muslim educators confront these misrepresentations knowledgeably. To the same end, the essay also describes the author’s liberatory Qur’anic hermeneutics as a way to offer a very different understanding of its teachings than the one that predominates in Muslim countries today.","PeriodicalId":54060,"journal":{"name":"International Studies in Catholic Education","volume":"14 1","pages":"54 - 67"},"PeriodicalIF":0.3,"publicationDate":"2021-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19422539.2021.1942683","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48507725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-29DOI: 10.1080/19422539.2021.1942685
T. Cook, Ronald D Fussell, T. Simonds
Stability of leadership in Catholic education at the (arch)diocesan level is essential for achieving school system wide goals. This study investigated turnover and retention of Catholic school superintendents in the USA. Ten former superintendents were interviewed. The interview findings revealed that all but one former superintendent had left their positions earlier than planned. Their major reason for leaving early was related to negative experiences with church bureaucracy and politics at the head offices of their respective (arch)dioceses. To increase retention, the authors recommend a two-year induction process that includes a well-thought-out orientation, mentoring, provision for spiritual support, and access to tailored professional development. The authors also recommend these system-level changes: an overhauled preparation programme for superintendents, new organisational practices in the diocesan main office (i.e. chancery), clear succession plan, and national standards to guide consistent implementation of these changes.
{"title":"Turnover and retention of Catholic school superintendents in the United States: averting a crisis","authors":"T. Cook, Ronald D Fussell, T. Simonds","doi":"10.1080/19422539.2021.1942685","DOIUrl":"https://doi.org/10.1080/19422539.2021.1942685","url":null,"abstract":"Stability of leadership in Catholic education at the (arch)diocesan level is essential for achieving school system wide goals. This study investigated turnover and retention of Catholic school superintendents in the USA. Ten former superintendents were interviewed. The interview findings revealed that all but one former superintendent had left their positions earlier than planned. Their major reason for leaving early was related to negative experiences with church bureaucracy and politics at the head offices of their respective (arch)dioceses. To increase retention, the authors recommend a two-year induction process that includes a well-thought-out orientation, mentoring, provision for spiritual support, and access to tailored professional development. The authors also recommend these system-level changes: an overhauled preparation programme for superintendents, new organisational practices in the diocesan main office (i.e. chancery), clear succession plan, and national standards to guide consistent implementation of these changes.","PeriodicalId":54060,"journal":{"name":"International Studies in Catholic Education","volume":"14 1","pages":"144 - 161"},"PeriodicalIF":0.3,"publicationDate":"2021-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19422539.2021.1942685","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47019925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-12DOI: 10.1080/19422539.2020.1868201
Nicholas King Sj
{"title":"Radical Christianity. A reading of recovery","authors":"Nicholas King Sj","doi":"10.1080/19422539.2020.1868201","DOIUrl":"https://doi.org/10.1080/19422539.2020.1868201","url":null,"abstract":"","PeriodicalId":54060,"journal":{"name":"International Studies in Catholic Education","volume":"1 1","pages":"1-3"},"PeriodicalIF":0.3,"publicationDate":"2021-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19422539.2020.1868201","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42764793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-12DOI: 10.1080/19422539.2020.1868205
Brendan P. Carmody Sj
{"title":"A discerning Church: Pope Francis, Lonergan, and a theological method for the future","authors":"Brendan P. Carmody Sj","doi":"10.1080/19422539.2020.1868205","DOIUrl":"https://doi.org/10.1080/19422539.2020.1868205","url":null,"abstract":"","PeriodicalId":54060,"journal":{"name":"International Studies in Catholic Education","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19422539.2020.1868205","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46541806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-12DOI: 10.1080/19422539.2020.1868202
C. Rowland
{"title":"A commentary on Nicholas King’s review of Radical Christianity. A Reading of Recovery","authors":"C. Rowland","doi":"10.1080/19422539.2020.1868202","DOIUrl":"https://doi.org/10.1080/19422539.2020.1868202","url":null,"abstract":"","PeriodicalId":54060,"journal":{"name":"International Studies in Catholic Education","volume":"1 1","pages":"1-5"},"PeriodicalIF":0.3,"publicationDate":"2021-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19422539.2020.1868202","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46874432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-07DOI: 10.1080/19422539.2020.1858650
Jorge Carlos Naranjo Alcaide
Catholic schools have multiplied since 1843 until now in Sudan, an Islamic majority country where Arab and African cultures intertwine in a particular way. The research aims at identifying the characteristics that define the identity and the concept of quality of these schools. With this purpose, the article reviews their history and the inspirational sources and cultural context that shaped the educational vision of the missionary who left an indelible imprint on these schools, Daniel Comboni. The research also includes the results of a questionnaire with a sample of fourteen of these schools located at Khartoum State. Catholic schools have not renounced their evangelising purpose, but have developed their identity in a dialogic way with the Islamic society that surrounds them around values like respect for diversity; commitment for the common good of the Sudanese society; and preferential option for marginalised people like displaced and refugee children.
{"title":"Identity and quality of Catholic schools in Sudan","authors":"Jorge Carlos Naranjo Alcaide","doi":"10.1080/19422539.2020.1858650","DOIUrl":"https://doi.org/10.1080/19422539.2020.1858650","url":null,"abstract":"Catholic schools have multiplied since 1843 until now in Sudan, an Islamic majority country where Arab and African cultures intertwine in a particular way. The research aims at identifying the characteristics that define the identity and the concept of quality of these schools. With this purpose, the article reviews their history and the inspirational sources and cultural context that shaped the educational vision of the missionary who left an indelible imprint on these schools, Daniel Comboni. The research also includes the results of a questionnaire with a sample of fourteen of these schools located at Khartoum State. Catholic schools have not renounced their evangelising purpose, but have developed their identity in a dialogic way with the Islamic society that surrounds them around values like respect for diversity; commitment for the common good of the Sudanese society; and preferential option for marginalised people like displaced and refugee children.","PeriodicalId":54060,"journal":{"name":"International Studies in Catholic Education","volume":"14 1","pages":"128 - 143"},"PeriodicalIF":0.3,"publicationDate":"2021-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19422539.2020.1858650","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46665235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-07DOI: 10.1080/19422539.2020.1858639
Adrián Sabalete Suárez, M. J. Colmenero
{"title":"The challenge of incorporating digital skills in the classroom: perceptions and attitudes of Spanish Salesian teachers","authors":"Adrián Sabalete Suárez, M. J. Colmenero","doi":"10.1080/19422539.2020.1858639","DOIUrl":"https://doi.org/10.1080/19422539.2020.1858639","url":null,"abstract":"","PeriodicalId":54060,"journal":{"name":"International Studies in Catholic Education","volume":"1 1","pages":"1-16"},"PeriodicalIF":0.3,"publicationDate":"2021-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19422539.2020.1858639","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48881663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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