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Religions
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Contemporary Perspectives on Catholic Education
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Contemporary Perspectives on Catholic Education

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

Deadline for manuscript submissions: closed (15 July 2022) | Viewed by 7356

Special Issue Editors

Prof. Dr. John Lydon

E-Mail Website
Guest Editor
Institute of Education, St Mary's University, Twickenham, London TW1 4SX, UK
Interests: spiritual capital; Catholic school leadership; the maintenance of distinctive religious charisms;
Dr. Caroline Healy

E-Mail Website
Guest Editor
MA Catholic School Leadership and Senior Lecturer, Doctor of Education (EdD) Programmes, Institute of Education, St Mary's University, Twickenham, London TW1 4SX, UK
Interests: formation of Catholic school teachers

Special Issue Information

Dear Colleagues,

Catholic education has a global span, with the power to dynamically influence students, create futures and provide enrichment in the wider community and society. The discipline of Catholic education in the past 20 years has emerged as an ever-developing interdisciplinary research field, drawing from education, theology, religion, philosophy, ethics, sociology and history. Catholic education researchers have made significant theoretical contributions to the field, especially in the areas of spiritual capital; Catholic school leadership formation; the maintenance of distinctive religious charisms among lay headteachers, religious education and achieving a balance between academic standards and a holistic education.

This Special Issue will particularly focus on the contemporary challenges to Catholic education and provide an update to the previous edited volume on this topic, Lydon’s (2018) Contemporary Perspectives in Catholic Education, published by Gracewing. Since then, the landscape of Catholic education has experienced significant developments and challenges. The notion of the perennial aspects of Catholic education, in constant dialogue with the transitional educational landscape, will be welcomed again. The extent to which Catholic school teachers, leaders and governors embrace the challenge to embed core Catholic education principles and maintain their integral mission, while acknowledging a range of factors challenging the holistic perspective canonized in Catholic tradition, will be sought for this volume. Scholars are invited to submit articles addressing this topic and the internationally changing culture and contexts of Catholic education.

We request that, prior to submitting a manuscript, interested authors initially submit a proposed title and an abstract of 400–600 words summarizing their intended contribution. Please send it to the guest editors (Email A) or to Religions editorial office ([email protected]). Abstracts will be reviewed by the guest editors for the purposes of ensuring proper fit within the scope of the special issue. Full manuscripts will undergo double-blind peer-review.

Lydon, J, 2018, Editor, Contemporary Perspectives in Catholic Education, Gracewing: Leominster, UK.

Prof. Dr. John Lydon
Dr. Caroline Healy
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

  • Catholic education
  • Catholic identity
  • Challenges to Catholic education
  • charism
  • contemporary
  • distinctiveness
  • ethos
  • religious education
  • leadership
  • mission
  • religious education
  • secularisation
  • spiritual capital
  • vocation

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Published Papers (3 papers)

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Research

14 pages, 232 KiB  
Article
The Implications of COVID-19 on Catholic Education at the Catholic University of Zimbabwe: The Case of Bulawayo Campus 2019–2023
by Luyanduhlobo Bophelo Makwati
Religions 2023, 14(6), 783; https://doi.org/10.3390/rel14060783 - 13 Jun 2023
Viewed by 1545
Abstract
The main aim of this article is to unravel the implications of the COVID-19 pandemic on Catholic education at the Catholic University of Zimbabwe (CUZ), Bulawayo campus. The research, qualitative in nature, has been guided by the importance of Catholic education nationally. It [...] Read more.
The main aim of this article is to unravel the implications of the COVID-19 pandemic on Catholic education at the Catholic University of Zimbabwe (CUZ), Bulawayo campus. The research, qualitative in nature, has been guided by the importance of Catholic education nationally. It has interrogated the effects of COVID-19 on that educational system. It does emerge quite prominently that Catholic education is key, and it is important in the lives of many citizens. The researcher establishes that the distinctive features of Catholic education have been part of the Bulawayo campus community. It is also shown that the implications of COVID-19 have been at two extremes. The researcher has managed to establish problems that were created by the pandemic such as the disruption in liturgy, learning and living daily life in an environment inspired by Jesus Christ. Furthermore, the history of the Catholic presence in Zimbabwe has played an important role in developing citizens, from the colonial era to the present day. The practices rooted in the principles of the church have been lived and practiced by many. Post-COVID-19 life slowly returned, and the researcher has managed to unravel factors that previously affected the lives of students and members of staff. Respondents highlighted changes and improvements in their well-being following the easing of lockdown (since March 2023) in relation to the values of Catholic education. Life in the “new normal” has brought hope as worship through Mass and other platforms of human contact have led to the cross-fertilisation of ideas amongst members of the university. The Catholic education features that were affected by the pandemic have been restored. In that regard, it can be argued that the restoration of traditional ways of doing things—the post-COVID-19 era—has brought hope to the CUZ community in Bulawayo and that it will produce men and women who will be morally upright citizens. Such citizens will use their knowledge to better the world following the principles acquired from a Catholic Education. Recipients of Catholic education have expressed optimism in the importance of being part of the Catholic community in its multi-faceted dimensions. Full article
(This article belongs to the Special Issue Contemporary Perspectives on Catholic Education)
13 pages, 276 KiB  
Article
Social Justice and Inclusive Education in Holy Cross Education in Bangladesh: The Case of Notre Dame College
by Md Shaikh Farid
Religions 2022, 13(10), 980; https://doi.org/10.3390/rel13100980 - 18 Oct 2022
Cited by 3 | Viewed by 2489
Abstract
This paper examines how Holy Cross missionaries in Bangladesh have interpreted the Catholic Church’s teachings on social justice and inclusive education and have implemented its recommendations at Notre Dame College. The Catholic Church’s documents on education provide direction, purpose, and rationale for Catholics [...] Read more.
This paper examines how Holy Cross missionaries in Bangladesh have interpreted the Catholic Church’s teachings on social justice and inclusive education and have implemented its recommendations at Notre Dame College. The Catholic Church’s documents on education provide direction, purpose, and rationale for Catholics across the globe. These documents advocate Catholic educators toward social justice in education by making education available, accessible, and affordable to all. This leads to the question of how Holy Cross adopts social justice and inclusive education at its elite educational institutions such as NDC, which charges high tuition and enrolls mostly urban meritorious students. The paper is based primarily on a combination of the examination of written documents and fieldwork involving interviews with Holy Cross personnel. The study reveals that the Catholic concept of social justice, social teachings and inclusive education are applied partially at NDC. As recommended by the Catholic Church, Holy Cross educators have taken different educational programs and social projects—both formal and non-formal—to serve the poor and underprivileged at Notre Dame College. However, as the admission policy of the college is based on the results of previous examinations, there is very little scope for the poor and underprivileged groups to get admitted to the college. Furthermore, the institution fails to include children with special educational needs because there are no special opportunities at the college for students with special educational needs. Full article
(This article belongs to the Special Issue Contemporary Perspectives on Catholic Education)
14 pages, 431 KiB  
Article
Renewing a Prophetic Mysticism for Teaching Children Justly: A Lasallian Provocation
by Alfred Kah Meng Pang
Religions 2022, 13(10), 893; https://doi.org/10.3390/rel13100893 - 23 Sep 2022
Cited by 1 | Viewed by 2059
Abstract
There is an urgent need to renew religious charisms historically founded by teaching Religious Orders to invigorate and sustain God’s mission through Catholic education. It is within this need that I consider how the Lasallian tradition may be critically mined to develop a [...] Read more.
There is an urgent need to renew religious charisms historically founded by teaching Religious Orders to invigorate and sustain God’s mission through Catholic education. It is within this need that I consider how the Lasallian tradition may be critically mined to develop a prophetic mysticism that integrates contemplation with the public activity of teaching children justly as prophetic witness in contemporary Catholic education. This article makes two contributions. First, it methodologically brings the Lasallian tradition into dialogue with the contemporary turn to children and childhood in theological research. I suggest that this turn presses us to re-commit to a preferential option for children in Christian mission, which serves as an interpretive lens to retrieve and develop a Lasallian prophetic mysticism. This lens allows us to see more clearly how God calls forth the Christian vocation of teaching through children as vulnerable agents who share and participate in life with us. Second, building on this prophetic mysticism, I propose a praxis of socially engaged contemplation that attunes Catholic educators to become ethically present to the social marginalization of children. Cultivating this ethical presence is necessary for teaching children justly—a moral imperative that has become all the more crucial today in light of reports on the sexual abuse of children in the Catholic church. Full article
(This article belongs to the Special Issue Contemporary Perspectives on Catholic Education)
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