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Engaging Religious Plurality within Australian and New Zealand Catholic Schools:...
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Engaging Religious Plurality within Australian and New Zealand Catholic Schools: Particularity in Dialogue with Diversity

A special issue of Religions (ISSN 2077-1444).

Deadline for manuscript submissions: 1 April 2025 | Viewed by 586

Special Issue Editors

Dr. William Sultmann

E-Mail Website
Guest Editor
La Salle Academy, Australian Catholic University, Locked Bag 4115 DC, 3065 Fitzroy Victoria, Australia
Interests: leadership; formation
Prof. Dr. Peta Goldburg

E-Mail Website
Guest Editor
Faculty of Theology and Philosophy, Australian Catholic University, Locked Bag 4115 DC, 3065 Fitzroy Victoria, Australia
Interests: curriculum theory and design; pedagogy
Prof. Dr. David Hall

E-Mail Website
Guest Editor
La Salle Academy, Australian Catholic University, Locked Bag 4115 DC, 3065 Fitzroy Victoria, Australia
Interests: policy; faith formation
Dr. Paul Sharkey

E-Mail Website
Guest Editor
Catholic Theological College, University of Divinity Australia, 90 Albion Rd, Box Hill, VIC 3128, Australia
Interests: religious education; systematic theology

Special Issue Information

Dear Colleagues,

It is no surprise to educators in Catholic schools that religious education has a significant place in the curriculum. What continues to be a challenge is the accommodation of religious education theories and practices within quality curriculum programs in light of inclusive practices, curriculum preferencing in response to student priorities, student agency, and diversity in religious affiliations and faith practices. Curriculum practices typically mirror these imperatives as community expectations are integrated with new understandings of mission–practice relationships. This concept of continuity and discontinuity is no more evidenced than in the field of religious education, where new pathways are being explored as the reality and significance of religious education in Catholic schools remains a priority for the Church in Australia and New Zealand.

The Journal of Religions is pursuing a Special Issue for addressing the research question of engaging religious plurality within Catholic schools—particularity in dialogue with diversity. In this context, we are pleased to invite you (…), as per the list of nominations.

This Special Issue aims to incorporate practices and academic reflections on a spectrum of themes, such as context, challenges, policy, curriculum content, pedagogical practice, scriptural and indigenous perspectives, the place of values, experiential learning, wellbeing, formation, cross curriculum initiatives, place of dialogue, evaluative processes, and innovations in the field of contemporary religious education. In this Special Issue, original research articles and reviews are welcome. Overall research areas may include (but are not limited to) the following:

  • Context and Policy;
  • Curriculum Design (Goals, Content, Pedagogy, Outcomes);
  • Practice, Innovation, and Accountability;
  • Perspectives (Disability, Indigeneity, Gender, Marginalisation, Remoteness, Inclusion).

We look forward to receiving your contributions.

Dr. William Sultmann
Prof. Dr. Peta Goldburg
Prof. Dr. David Hall
Dr. Paul Sharkey
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Religions is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • religious education
  • Catholic school curriculum
  • religious plurality
  • innovation
  • mission

Published Papers (1 paper)

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Research

7 pages, 161 KiB  
Article
Pondering Diversity in Contemporary Culture: Towards Establishing a Framework for a Dialogical Approach to Religious Education in Australian Catholic Schools
by Richard M. Rymarz
Religions 2024, 15(5), 617; https://doi.org/10.3390/rel15050617 - 17 May 2024
Viewed by 349
Abstract
This paper seeks to deepen the understanding of religious plurality using a range of conceptual lenses and then to draw out some implications for a dialogical approach to religious education in Catholic schools. While what was, until very recent times, seen as conventional [...] Read more.
This paper seeks to deepen the understanding of religious plurality using a range of conceptual lenses and then to draw out some implications for a dialogical approach to religious education in Catholic schools. While what was, until very recent times, seen as conventional religious affiliation has certainly weakened in Australia and elsewhere, this does not necessarily lead to a multiplication of communal beliefs, practices and values. Following Smith, Inglehart and others, what has emerged is a dominant cultural hegemony which has a range of characteristics, but the most pertinent for the discussion here is the loss of the transcendent imperative and the subsequent decline in the knowledge of, and identification with, narratives associated with once-dominant religious communities. An understanding of diversity in the current cultural milieu in Australia needs to consider this hegemony as expressed in a commonality of beliefs, values and practices regardless of expressed affiliation, religious or not. Understanding diversity in this framework establishes a basis for better considering what a dialogical approach to religious education would involve. A dialogical approach to religious education is taken as a settled norm and not one that is heavily contested. A number of the implications of the proposed understanding of diversity for religious education are given. These include following a Vygotskian scaffolded approach to pedagogy and seeing an important place for the articulation of the home religious tradition. Full article
(This article belongs to the Special Issue Engaging Religious Plurality within Australian and New Zealand Catholic Schools: Particularity in Dialogue with Diversity)
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