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1.
The role of faith-based schools is increasingly debated within a context of school reform, rights and plurality in multi-ethnic societies. The Catholic schooling system in the Irish Republic (always referred to as Ireland in the text) represents an interesting case internationally because of the extent to which Catholic education is structurally embedded as normative across the education system. Yet, Ireland is in a process of detraditionalisation and wider societal change. Drawing on Bourdieu and Bernstein, and a mixed methodological study of Catholic secondary schools, the article presents a typology of Catholic schooling in transition. This identifies a continuum of Catholicity among the study schools that is mediated by dynamics of social class in an increasingly competitive and diverse system. It is argued this has implications for considering the role of a recontextualised model of Catholic faith schooling, underpinned by principles of social justice in a multicultural and more secularly oriented society.  相似文献   

2.
Abstract

Prior research estimating the effect of Catholic schooling has focused on high school, where evidence suggests a positive effect of Catholic versus public schooling. In this article, we estimate the effect of attending a Catholic elementary school rather than a public school on the math and reading skills of children in kindergarten through fifth grade. We use nationally representative data and a set of matching estimators to estimate the average effect of Catholic schooling and the extent to which the effect varies across educational markets. When we use public school students nationwide or within the same county to provide a counterfactual estimate of how Catholic school students would have performed in public schools, we find strong evidence indicating that Catholic elementary schools are less successful at teaching math skills than public schools (Catholic school students are 3–4 months behind public school students by third and fifth grade), but no more or less successful at teaching reading skills. Moreover, unlike prior research, we find no consistent evidence that the effects of Catholic schooling vary substantially by race or urbanicity, though our power to detect such differences is weak.  相似文献   

3.
This paper tests a model of non-Government secondary school choice among the subjects of a longitudinal study of career commencement. The results show that the socio-economic advantages of upper middle class origins, already a factor in these subjects remaining at school, may repeat their effects in terms of Independent secondary school choice for possible children. The choice of Catholic schooling seems motivated by other concerns, though we demonstrate a sizeable drift from the Catholic school sector to the Independent school sector. The choice of Catholic secondary schooling is bound up largely with being Roman Catholic and carrying on a tradition of attendance at such schools, especially among men.  相似文献   

4.
The Catholic school system in the United States is undergoing significant changes in size, populations served and the funding models which have traditionally supported such schools. The closing of many schools in urban areas in the last 10 years in conjunction with the rising costs of schooling suggests that unless a new approach to funding schools is developed, the future of Catholic education in the United States is seriously threatened and with it the American Church. This article explores the link between traditional sources of funding Catholic schools and the increased role of federal and state funds. The rise of Charter Schools has added a significant model for Catholic schools to emulate in regarding future sources of funding. Three strategies for future funding are explored with an emphasis on the development of Faith-based Charter Schools and the development of ‘Catholic’ Charter Schools.  相似文献   

5.
Using a nationally representative longitudinal survey and incorporating propensity score matching methods, we follow secondary school students post-graduation to determine how Catholic and private religious schooling impacts religiosity. There is an established literature examining the Catholic school impact on collegiate and labor market outcomes, although many families may choose Catholic or private religious schooling in efforts to instill religiosity. Our results show that Catholic and private religious secondary schooling exhibits relationships related to increasing religious participation shortly after high school graduation, although as time progresses these effects are less consistent. The largest and most robust finding is for male Catholic school attendees.  相似文献   

6.

In colonial Zambia, the school served as a key means of Christian conversion and Church growth. During this period, the provision of education was almost the total preserve of the missionaries. Even by the time of Zambia's Independence in 1964, sixty-six per cent of the primary schools were operated by missionaries and about thirty per cent were run by Catholics. After Zambia gained its national Independence, this changed. As in other African countries, the state desired to control the educational system, which in Zambia's case it achieved not by a direct take-over but through legislation. As a result of the 1966 Education Act, the system became so centralized and bureaucratic while restrictions were so numerous that the autonomy of Church-run institutions became very restricted. At first, Catholic authorities continued to work within the system by even retaining their primary schools, but after about six years during which government tended to marginalize the Catholic agents more and more, like many Protestant groups before them, they handed over their primary schools to central government in 1973. At the same time, however, they continued to open and operate a number of secondary schools and two teachers' colleges. Nonetheless, even here, regulations created difficulties for promoting and maintaining an acceptable post-Vatican II Catholic and Christian ethos because, in accord with the Education Act, they no longer controlled intake of students, employment of staff, or direction of the curriculum. Frequently, Catholic institutions had a preponderance of non-Catholic students and sometimes of non-Catholic staff. With attempts by government to impose what it termed "scientific socialism" in the late 1970s and early 1980s, sometimes by appointment of staff who had been to Soviet bloc countries and were trained in political education, even the maintenance of a religious ethos was threatened. This continued until a change in government came in 1991. One of the first actions of the new Movement for Multiparty Democracy government was to revise the regulations affecting Church-run schools to enable them to become more autonomous and to encourage them to extend their commitment even by taking back some of the primary schools that had been given over in 1973. It thus introduced a new Education Act in 1993 which allowed Church-sponsored institutions significantly greater freedom in terms of financing, student enrolment, appointment of staff, and curriculum development. This article traces the history of Catholic institutions in Zambia between 1964 and 1991, illustrating some of the difficulties which they encountered while operating in accord with their ideals, especially the promotion of justice which became more explicit and central to Catholic education after Vatican II. It argues that the Catholic Church cooperated closely with government in a state-controlled system in the years immediately after Independence, especially in its attempts to provide an educated labor force which was so much a priority for Zambia at that time. It also supported the government's efforts to create an egalitarian society through the educational system even if it may have produced a more relevant curriculum for school drop-outs if it had greater autonomy. Catholic secondary schools never numbered more than thirty, in a country that currently has 256, and with the rise of basic schools have become even less significant statistically. Yet, Catholic institutions' academic programs merited repeated acclaim from government, while they became much sought after by parents and students, both Catholic and non-Catholic. Even when government grants from the 1980s onward became less and less adequate, Catholic institutions maintained high academic and infrastructural standards. They had books and equipment which were frequently the envy of government institutions. What they have perhaps lost in terms of proportionate quantity, they greatly gained in quality. Even within a tightly government-regulated system they made a distinctive contribution. While the Church did not entirely endorse much of the Marxist approach of the early educational reform movement, it was in accord with the ideal of equity which the movement propounded. However, when government leaned too heavily on what it termed "Scientific Socialism" in the late 1970s, the Catholic and other Church authorities resisted not because of its egalitarian direction but because of its suspected atheism. When attempts were made to replace religious education with political education and when the government introduced atheistic literature into their schools, Church authorities made frequent protests with only moderate success. Nonetheless, religious education remained a core subject in the basic curriculum while political education continued to feature. In more recent times since the change of government in 1991, the ideal of equity has become more difficult for the government to pursue because of its debt servicing and Structural Adjustment Program. Fewer funds are available for social services like health and education and so the government had to adopt a policy of cost-sharing which has made education less available to the poor. At the same time, the society is becoming more clearly divided between haves and have-nots while the educational system itself is becoming more clearly a preserve of those who have means. The Catholic Church is thus confronted more than before with a choice because of the autonomy which has been granted through the 1993 Education Act. It can remain closely integrated within the system which is not only of poor quality but, because of the government's policy of cost-sharing, tends to exclude larger and larger numbers of the poor. Alternatively, it can step out and present a model of school that continues to maintain the highest academic standards but which at the same time ensures that an acceptable Catholic, though ecumenical, ethos is recreated where the promotion of justice is pivotal. Thus, not only those who have means, but the poorest of the poor, will be accorded a fair opportunity to benefit from the educational system which has been at the heart of the Catholic endeavour in Zambia, certainly since 1964 but probably from the outset.  相似文献   

7.
Abstract

This paper will argue that the state-aided Catholic school in Zambia has contributed significantly to the development of the country over the years. However, because of its enmeshment in the state system of education it has inadvertently become an instrument of underdevelopment. It is structurally complicit in alienating some of the poorest sectors of society, which runs counter to its professed religious mission. This essay presents the Zambian situation as a case study where it is contended that in order to understand the current situation there is need to see it in the light of its history. The discussion is intended to explore how faith-based educational settings within the state systems in Africa may become complicit in sustaining forms of oppression. It will include a consideration of how, as part of this, religion has been reduced historically through being too closely allied to a modernisation framework generating the illusion of promoting social justice. The article notes that in the light of better historical appreciation of the issue there is need for a review of the faith-based school’s pedagogy.  相似文献   

8.
At a time when the faith-based identity of schools is facing serious challenges, the researchers undertook a longitudinal study of the relevant opinions, beliefs and values of student-teachers at a Catholic university campus in Australia. The focus of the current paper is on the responses of first-year students to a survey regarding their choice of secondary school, the purposes of schooling and the characteristics of Catholic schools. Relevant context are addressed including global education trends, the values and characteristics of Catholic education and relevant aspects of Australian schooling and youth culture. Regardless of religious affiliation, self-reported religiosity or type of school attended, providing a ‘safe and caring school environment’ emerged as the most important purpose of schooling and as a key reason for choice of school, while faith-based purposes and reasons received particularly low ratings. ‘Caring community’ was regarded as by far the most important characteristic of the Catholic school, followed by engagement in social justice programmes. The findings are briefly compared with parallel findings for teachers in Queensland Catholic schools.  相似文献   

9.
This paper studies the effects of attending a Catholic high school on students’ labor market outcomes. Using data from the Wisconsin Longitudinal Study, I find that Catholic schooling is significantly associated with higher wages over the careers even after taking into account possible selection into Catholic schools with instruments. Using matched school quality data for public and Catholic schools, I further find that Catholic and public schools are different in various aspects of school quality measures and that these differences explain most of Catholic school effects. Among the school quality variables, teacher quality and the number of math courses taken are estimated to matter the most for students’ later earnings in the long run.  相似文献   

10.
Much of the political and public debate about faith-based schooling is conducted at the level of generalised assertion and counter-assertion, with little reference to educational scholarship or research. There is a tendency in these debates to draw upon historical images of faith schooling (idealised and critical); to use ideological advocacy (both for and against) and to deploy strong claims about the effects of faith-based schooling upon personal and intellectual autonomy and the wider consequences of such schooling for social harmony, race relations and the common good of society.
  This paper will attempt to review some of these controversies in the light of recent educational and research studies. Particular attention will be given to research investigations of Catholic schooling systems in various cultural and political contexts, studies which are largely unknown outside the Catholic community.
  In addition to reviewing educational studies of faith-based schooling, the paper will offer critical appraisal of the main arguments in the debate and it will also outline a possible research agenda for future inquiry in this sector of educational studies.  相似文献   

11.
The initial focus of this research centred on a study of the extent to which government legislation and action since 1965 has threatened or eroded the Catholic Church's influence over its schools within the maintained sector [1]. However, it became clear that this focus was based on the assumption that the Catholic Church in England and Wales had a clear set of educational principles which were not only distinct from those of the state but involved different policy outcomes. Moreover, during the course of the study, evidence emerged which indicated that the Church had not given as much attention to the principles underlying its educational policy as it had to the maintenance and numerical expansion of the schools themselves. It was also realised that the nature of Catholic education cannot be determined solely by examining the Church's official documents. Whilst official Church pronouncements indicate what Catholic education ought to be, they may not correspond to a reality of what a particular Catholic community has made of Catholic education. Therefore, this paper examines some of the beliefs and attitudes of a sample of Catholics involved in Catholic schooling.  相似文献   

12.
A Very Scottish Affair: Catholic education and the State   总被引：1，自引：1，他引：0  
This paper draws on key features of Scottish religious and political history as the backdrop to understanding the very particular place occupied by Catholic education in Scotland. This place, it is suggested, is quite different from that of religiously denominated schooling in other parts of the United Kingdom and is subject to a more comprehensive and sustained critique from politicians, academics and the media. Some of the criticisms levelled partake in general philosophical criticisms of publicly funded denominational schooling but are refracted through the lens of Scottish cultural history. The paper outlines three key issues worthy of reflection—divisiveness, church rights to approval of teachers and identity within the polity. It goes on to suggest that much of the opposition to the continued existence of such schools has philosophically and empirically weak foundations but that for Catholic schooling to continue to make a meaningful contribution to the polity it must remain ethically and culturally distinctive, while developing a self-critical sense and a willingness to be involved in the wider public conversation.  相似文献   

13.
Much Catholic school and church rhetoric suggests that Catholic schools possess distinctive learning environments. Research into this aspect of Catholic schooling has been hampered by the lack of an appropriate assessment instrument. By drawing on contemporary church literature, the perceptions of personnel involved in Catholic education and existing classroom environment questionnaires, a new instrument was developed to assess student perceptions of classroom psychosocial environment in Catholic schools. The use of this instrument in 64 classrooms in Catholic and Government schools indicated significant differences on some scales. The distinctive nature of Catholic schooling did not extend to all classroom environment dimensions deemed important to Catholic education. Specializations: Catholic education, learning environments. Specializations: conceptual change in students, science teacher professional development, scientific reasoning, learning environments. Specializations: learning environments, science education, educational evaluation, curriculum.  相似文献   

14.
This article builds on the recent Special Interest issue of this journal on ‘Philosophy for Children in Transition’ (2011) and the way that the debate about philosophy in schools has now shifted to whether or not it ought to be a compulsory part of the curriculum. This article puts the spotlight on Catholic schools in order to present a different argument in favour of introducing compulsory philosophy lessons into the curriculum. It is explained that in faith schools, such as Catholic ones, there is an additional need or imperative to have compulsory philosophy as part of the curriculum. This is because it serves as an effective way of avoiding the inherent dangers of confessional education, particularly the indoctrination challenge. It is argued that Catholic schools also have some intriguing theological reasons that can be used to justify the inclusion of compulsory philosophy in the school curriculum. It is proposed that when it comes to philosophy in schools there is a distinctive Catholic school perspective. As part of this it is explained why Catholic schools, perhaps more than others, need philosophy to be a compulsory part of the curriculum.  相似文献   

15.
This study investigates the impact of Catholic schooling on academic achievement of native Belgian and Muslim immigrant pupils. The distinctive characteristics of Catholic schools in Belgium (Flanders) form an exceptionally suitable context to study this. Multilevel latent growth curve analyses are conducted with data from approximately 5,000 pupils across 200 primary schools. No support was found for the Catholic school advantage hypothesis as the overall achievement growth for math and reading was not significantly better in Catholic schools than in public schools. Likewise, no evidence was found for the so-called “common school effect” hypothesis: The learning growth of Muslim pupils was not significantly better in Catholic schools. In fact, the initial achievement gap was found to be higher in Catholic schools than in public schools. Implications of these findings are discussed.  相似文献   

16.
In the Australian state of Victoria, students from elite independent and Catholic schools dominate entry into elite universities. Nonetheless, there are a small number of schools within the government sector whose students succeed in these terms. Such schools are considered highly academic and entry is very difficult. This paper is based on initial findings from an ethnographic study of one such school. Interview material is used to explore how students understand their school culture, their place within it and its role in facilitating their aspirations. Various student subcultures are introduced, to shed light on how these may facilitate success. It is argued that successful students understand but remain sceptical about the uncomplicated definitions of success and the narrowing forms of schooling that both create and respond to such definitions. Within the context of marketisation, a Government school that creates an academic niche for itself, has little flexibility and, because of this, students learn valuable lessons about strategic choices, including those related to which subcultures facilitate or hinder their aspirations.  相似文献   

17.
The increased demand for secondary schooling, which took place in New Zealand in the years after 1924, had important consequences for the Catholic educational mission. No longer was it sufficient to provide a comprehensive elementary system of education that transmitted a ‘simple faith to a simple people’, and a secondary schooling for the educational advancement and social mobility of the select few. Justified on the basis of the need to protect the faith of the growing number of pupils going on to secondary school, the expanded educational mission was also grounded in a new Catholic identity as ‘moral’ patriotic citizens committed to Catholic family values and successful participation in New Zealand society. Catholic secondary schools offered a utilitarian secondary education, which focussed on success in state‐mandated examinations, to the children of parents ambitious for their social and economic success in the world. Nevertheless, there were tensions in a Catholic educational mission that worked for the social and educational advancement of Catholic pupils while aiming for their ultimate salvation and the protection Catholic religious and cultural values.  相似文献   

18.
Ireland’s demographic profile has changed significantly in the past 20 years, being now characterised by increasing cultural, ethnic and religious diversity. However, primary schooling in Ireland has remained highly denominational, mostly Roman Catholic, in nature, with a small number of minority faith schools and multi-denominational schools. This paper describes the nature of the Irish primary educational system and addresses the implications of its institutional structure and school institutional identity for school choice. In so doing, it draws on the national Growing Up in Ireland study, and documents the role of socio-cultural and religious factors in the choice of primary school.  相似文献   

19.
This ethnographic study examines deaf people’s experience of the Roman Catholic Sacrament of Confession in two Catholic schools for deaf children in the Republic of Ireland from 1950 to 1990. The article fills a gap in Catholic deaf education literature that fails to uncover the experiences of deaf children. It provides space for their storied lives based on a total of 10 loosely structured individual interviews conducted with a purposeful sample of deaf adult participants who were past pupils of Catholic schools. Using ethnographic data, the study illuminates the views of participants concerning the learning obstacles created by a school policy dominated by oralism which prohibited use of Irish Sign Language. The article uncovers children’s experiences of the Sacrament of Penance for disobeying classroom rules against signing. Participants found their schooling experiences exemplify notions of stigma and stereotyping. As children, their response was to either subvert or submit to their school’s policy and religious practice. The findings make a useful contribution to current debates on language issues pertaining to teaching, learning and communication in deaf education. This paper concludes that, although heavily stigmatised in the past, Irish Sign Language has an important role in cultivating equitable access to Religious Education.  相似文献   

20.
Newly available survey data allow the investigation of the educational and employment opportunities open to Roman Catholics in Scotland in the mid-20th century. Previous research has shown that Catholic disadvantage in education and the labour market in the early 20th century had weakened or vanished by the end of the century, and that the main change in that respect had come with the advent of comprehensive secondary schooling in the 1960s. However, the extension of Catholic secondary schooling started in the 1920s. The data used here allow an investigation of whether the Catholic disadvantage was mitigated by these earlier reforms, and thus allow an assessment of whether a selective school system was able to overcome an important dimension of social disadvantage. The data come from a cohort study of a representative sample of people born in 1936 (first surveyed in 1947 and followed up annually to 1963). Evidence is available on social background, on cognitive ability measured at age 11, on secondary school courses, on educational achievement after leaving school, and on social-class status at age 27. The conclusions are that the continued social disadvantage of Catholics was not due to any aspect of the school education which they had received.  相似文献   

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