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eJournal of Catholic Education in Australasia
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  This is an Open Access Journal Open Access journal
ISSN (Online) 2204-2504
Published by U of Notre Dame Australia Homepage  [2 journals]
  • Bullying prevention and mediation: the role of Values Education

    • Authors: Janine Brown et al.
      Abstract: The growing incidence of bullying in schools calls for alternative prevention and mediation approaches in which values are integrated into current practices. This study explores educators’ and parents’ beliefs about the explicit application of a values-based approach to bullying intervention and mediation in Catholic schools. Individual and focus group interview among teachers, principals and parents were held in three Catholic primary schools in the Sydney Metropolitan area. The study also served to identify current anti-bullying practices employed as well as to examine specific values perceived to be relevant by parents and educator in preventing and solving bullying conflicts. Respondents showed a preference for mediation interventions between bully and victim, drawing simultaneously on element of restorative practice, notions of accountability and imposition of consequences. Likewise, they supported a value-centred approach in dealing with the bully in order to achieve a positive behaviour. Specific professional development in dealing with bullying prevention in the practice of medication and consistency of practice were recommended. The paper also presents implication for professional development and creating an organic anti-bullying culture by incorporating values into the curriculum and examining the roles of students, parents, carers and the school.
      PubDate: Tue, 16 Nov 2021 22:45:26 PST
  • Ways Forward in Religious Education: Reflections of an Australian

    • Authors: David Hall FMS et al.
      Abstract: Within a changed and changing context for Religious Education, scholars and practitioners (n = 57) across Australia gathered to share and discern ways forward in Religious Education (RE) within Catholic schools. A Constant Comparative Analysis process identified five pathways (ways forward) in support of RE (Formation, Pedagogy, Curriculum, Partnerships, and Research). Each pathway was underpinned by foundations in faith, summarised by an integrating principle and advanced through strategic intentions. Faith foundations for Formation were centred in Christ, acknowledged Church tradition and focused on mission as part of one’s faith journey. The arena of Pedagogy was reinforced as dependent on dialogue, inquiry, and witness and underscored in love. Curriculum dimensions focused on identity and inclusion and were argued to be relevant and creative. Partnerships were encouraged through collaboration across school, parish and parent community; and, Research was grounded through building awareness and addressing accountability. The Integrating principles for each pathway included: Formation, ‘advancing formation for personal identity and school mission’; Pedagogy, ‘advancing an inquiry, experiential, encounter-based model’; Curriculum, ‘advancing a faith-based liberating curriculum’; Partnerships, ‘advancing practices which engage and strengthen collegiality’; and Research, ‘advancing data gathering which identifies needs and informs practice’. Strategies to support future RE were multifaceted and included: Formation (forums for networking and integrating faith experience with professional learning); Pedagogy (promoting teacher roles of moderator, specialist, witness); Curriculum (involving all staff in support of curriculum alignment); Partnerships (engaging partners beyond schools); and, Research (gathering and applying quality data). Colloquium conclusions informed an imagination for RE and offered a platform for consideration of ‘where to from here’ and ‘what might be next’.
      PubDate: Mon, 25 May 2020 22:00:31 PDT
  • Catholic schools, accompaniment and subsidiarity: Some teacher
           observations from a small, regional school system

    • Authors: Richard M. Rymarz
      Abstract: This research uses subsidiarity, a key principle of Catholic social teaching, to better understand teachers in a small, regional Australian diocese. Nine teachers with at least three years’ experience working in Catholic schools in the diocese were interviewed. The interviews focussed on three research questions: How do teachers come to work in this Catholic school system' What is their experience of working in Catholic schools' How do they feel supported in Catholic schools especially in regard to teaching religious education and identifying with the ethos of the school' Results indicated that the life journeys of teachers that brought them to work in Catholic schools in this region are complex but a number of salient features stand out. For many teachers, working in Catholic education is associated with opportunities that may not have arisen if they had not moved to this region. Teachers reported that they enjoyed working in Catholic schools, supported schools’ religious identity and expressed satisfaction with the levels of support they received both within the school and from the central Schools’ Office. The size of the Catholic school system allows for networks of personal relationships to be developed and this brings with it a collaborative and participatory sense. The teachers feel that they are part of a system that takes into account their own backgrounds, needs and interests. This is a good example of the practical application of the principle of subsidiarity.
      PubDate: Tue, 21 Apr 2020 22:15:34 PDT
  • Have you gone to Galilee' Spiritual and religious formation for Catholic
           school educators in Western Australia

    • Authors: Margaret Scharf et al.
      Abstract: This paper explores the personal and professional perceptions of twenty-two Catholic school educators in Western Australia who participated in a spiritual and faith formation program called Galilee. The paper initially outlines the background of the program followed by a review of the literature that focuses on five concepts: people are spiritual and religious beings; a desire to belong; the place of prayer; a journey of faith; and spiritual and faith formation. The research methodology is then provided. Specifically, the research was based on qualitative and quantitative data derived from an on-line survey. The results are reported in four sections. The first section concerns the personal impact of the Galilee program on participants. In particular, was the program valuable in developing a sense of confidence in participants’ own faith efficacy' The second section describes the professional impact the program had on participants’ confidence to promote spiritual and faith formation in their school communities. The third section reports on ways the program could be enhanced. The final section afforded participants an opportunity to make any further comments regarding the Galilee program.
      PubDate: Tue, 03 Mar 2020 15:45:26 PST
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