Global Perspectives on Catholic Religious Education in Schools: Volume II: Learning and Leading in a Pluralist World

Front Cover
Michael T. Buchanan, Adrian-Mario Gellel
Springer, Mar 1, 2019 - Religion - 663 pages
This book shares global perspectives on Catholic religious education in schools, chiefly focusing on educational and curriculum issues that take into account the theology and the pedagogy which support learning in connection with Catholic religious education. Further, it offers insights into the distinctive contribution that Catholic religious education makes to religious education and education in general across diverse schooling contexts. Bringing together insights from leading scholars and experts on Catholic religious education around the globe, the book offers an essential reference guide for all those involved in researching, planning and designing curricula for Catholic religious education, as well as developing related theories in the field.
 

Contents

Choosing Between Professions in Catholic Schools
3
Educating for Faith
15
An American Quandary?
27
4 Rethinking Catholic Religious Education in the Light of Divine Pedagogy
38
5 New Wine in Fresh Wineskins Rethinking the Theologicity of Catholic Religious Education
51
A Public Theology Proposal
62
7 The Religious Education of the Religion Teacher in Catholic Schools
75
Insights from the Fourth Gospel
87
28 From Early Christian Art to Postmodern Visual Imaginary New Approaches to Catholic Religious Education
345
The Promises and Contradictions of New Media in Catholic Religious Education
356
Media Literacy and Catholic Religious Education in Dialogue
369
31 Contextual Influences on Knowledge Mediation in Religious Education and Its Significance for Teacher Education
381
32 Catholic Social Teaching Catholic Education and Religious Education
393
33 The Anthropological Dimensions of the Preparation of Youth for Marriage and Family
405
Laudato Si Ecological Conversion and Religious Education
416
Focusing on Spiritual and Religious Capabilities
429

9 Von Balthasars Theoaesthetics Applied to Religious Education
99
10 Primary School Parents Perspectives on Religious Education
113
Some Implications for Religious Education
125
Teacher Formation and Professional Development
136
Reconceptualising the Religious Education Leader
139
A Perspective from Scotland
151
A Systems Model Within the Australian Context
165
15 Catholic Teachers Theological Literacy and Engagement with Biblical Texts
178
A Pedagogy of Encounter
191
Fruitful Sources of Faith Formation for Catholic Student Teachers?
203
Using Teacher Knowledge to Engage Students
217
What Do RE Teachers in Irish Catholic Schools Say They Need?
230
A Missing Piece in the Puzzle that Is Religious Education in Catholic Schools
245
Pedagogical and Content Issues
257
It Matters but What Is Its Matter?
258
Remaining Faithful to Childrens Spiritualities
271
Cavalletti in the Classroom?
285
Experience of Teachers in Hong Kong Catholic Kindergartens and Primary Schools
299
Catechetical Cognitive and Affective Principles
311
26 Religious Art and Liturgical Catechesis of Children
323
The Use of Images in Catholic Religious Education
335
A School Educators Role
445
37 Applying René Girards Mimetic Theory in the Religious Education Classroom
457
38 Profiling and Enhancing Religious Education in Catholic Schools
469
39 How Do Sport EducatorCoaches Contribute to RE in Catholic Schools?
480
Interreligious Issues
494
Policy and Practice From the Council of Europe
495
A Creative Time and Space for Spiritual Development
511
42 The Student Voice in South African Catholic School Religious Education
523
A Brazilian Case Study
537
44 A Panorama of Christian Religious Education in Nigeria
548
Learnings from a Personal Interreligious Encounter
563
46 Catholic Religious Education in Germany and the Challenges of Religious Plurality
574
47 Interreligious Education Involving Christianity and Confucianism in Hong Kong
589
48 A Theory of Alterity as a Perspective for Interreligious Learning
600
Contextual Issues
614
49 Policies to Reform Religious Education in Hong Kong Catholic Schools
615
Opportunities and Limits
629
The Chilean Case
641
52 Religious Education in the Secularized Netherlands
654
Effective Tools for Pedagogical Change in Religious Education Experience of Teachers in Hong Kong Catholic Kindergartens and Primary Schools
664
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About the author (2019)

Professor Michael T. Buchanan is an Associate Professor of Religious Education at Australian Catholic University. He is a member of the LaSalle Academy for Religious Education and lectures at the postgraduate level on Religious Education Curriculum Development, Leadership in Faith-based Schools, and Religious Education Leadership. He has published widely in international scholarly journals, and his book publications include the first volume of “Global Perspectives on Catholic Religious Education in Schools,” “Leadership and Religious Schools: International Perspectives and Challenges,” and “Managing Curriculum Change in Religious Education: An Inside Perspective from School Leaders in Religious Education.” His research interests include leading religious education in schools and faith based leadership. Michael is also the immediate past editor of the Religious Education Journal of Australia. He is a research fellow at York St John University, UK and an affiliated Associate Professor at the University of Malta, Malta. Professor Adrian-Mario Gellel is an Associate Professor of Religious Education at the Faculty of Education and the Faculty of Theology, University of Malta. His main areas of interest are symbol literacy, children’s spirituality, religious education and general pedagogy. From 2006 to 2010 he was the national coordinator for religious education in schools for the Catholic Church. He led the consultation on the policy document Religious Education in Malta: Reflections by the Catholic Community (2009). Together with Professor Michael Buchanan he edited the first volume of “Global Perspectives on Catholic Religious Education in Schools” (Springer, 2015). He is an editor for the International Journal of Children's Spirituality and an Honorary Research Fellow at the Australian Catholic University.

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