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Foreign Countries; Principals; Grounded Theory; Catholic Schools; Catholics; Private Schools; Sustainability; Administrator Attitudes; Program Effectiveness; Semi Structured Interviews; Welfare Services; Questionnaires; Clergy; Service Learning; Cooperation; Social Values

Abstract:
This research project sought to learn how solidarity education is manifested in Chilean Catholic schools, considering the perspectives of school principals, programme directors and pastoral teams. Eleven Chilean schools were studied and the information gathering techniques applied included: a questionnaire, semi-structured individual interviews and group interviews. The grounded theory model was used to analyse the data. The results describe contexts of emerging solidarity education strategies and one perceives a variety of degrees of effort, bi-directional fields of action and traditional attitudes associated with charity. There is an overall sense of solidarity-in-transition, ranging from welfare-oriented action to promotional activities, channelled through training processes. Strengths, weaknesses, challenges and the need for outside support for the schools are highlighted in order to assure effectiveness and sustainability for the programmes. (Contains 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Discourse Analysis; Internet; Comparative Analysis; Printed Materials; Catholics; Court Litigation; National Security; Newspapers; Foreign Countries; Editing; Churches; English; Legislation; Censorship; Islam; Language Usage

Abstract:
This article examines the coverage in three Malaysian newspapers on an issue popularly known as the "Allah" issue. In 2009, the Catholic Church took the Malaysian government to court over the right to use the word "Allah". In a landmark court decision, the Church was given the right to use the word "Allah" in the Catholic newsletter "The Herald". However, this decision was appealed by the government, there was a stay order on the decision, and many protests took place over this issue. Editorials of three important English newspapers chosen for their popularity and different stances in writing were chosen to examine the manner in which this controversial issue was handled. The method employed in the analysis was Critical Discourse Analysis as used by van Dijk (2005). The Malaysian print media faces some challenges in the form of the Printing Presses and Publications Act, 1984 (PPPA). The Act requires print media to apply for their licenses annually and are subject to censorship by government authorities who can revoke their licenses if news items are seen as a threat to national security. Two print newspapers, one aligned to the government ("The Star") and another private and independent one ("The Sun") were chosen. The third is a web news portal which is relatively free from the PPPA and is therefore more vocal in its writing. The analysis shows that caution is exercised by the government affiliated paper, a more judicial approach is taken by the independent paper, and the web portal is very antigovernment in its stance. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Pregnancy; Females; Foreign Countries; Mexicans; Social Change; Rural Schools; Nationalism; Marital Status; Feminism; Gender Bias; Political Influences; Violence; Teacher Salaries; Sex Fairness; Catholics; Victims; Age; Educational History

Abstract:
The reflections presented in this article include the process of incorporating women teachers into schools during the post-revolutionary period in Mexico. From one standpoint, women teachers lived in a state of ambiguity throughout this period because they were seen as symbols of national reconstruction following a war that left more than one million people dead. From another standpoint, they were victims of political and gender violence in a country that had not yet been pacified and was experiencing deep divisions between the armed Catholic groups that fought against the government. The process of the feminisation of Mexican teaching is approached through an analysis of the socio-professional conditions of rural teachers around the period of 1924 to 1945. There are a range of sources that were used for this research, including oral and documental. The collection of records of rural teachers from the Archivo Historico de la Secretaria de Educacion Publica are important in terms of a regional study that was done in the Valle del Mezquital as well as in a current national study. After reviewing over three thousand teacher files, I have been able to verify that many of these women were empowered and conscious of their significance in the national identity. They took advantage of the situation to obtain gender work benefits, which included equal wages to men, pregnancy leave regardless of marital status or age and uninterrupted contracts. This mobilisation by women teachers throughout the entire country was unprecedented in the professional history of Mexican women workers. These teachers fought many daily battles, both individually and collectively, to maintain their jobs, by writing letters to the head of the Rural School Department, sharing their stories and the injustices they experienced in their daily lives. Nonetheless, it is notable that for the first time, a collection of female voices can be found in the teacher files; these women did not want to keep quiet and they reflect a desire to participate in social change for themselves and their communities. (Contains 2 tables, 2 figures and 19 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Elementary Education; Foreign Countries; Religious Education; Parochial Schools; Protestants; Public Education; Educational History; Catholics; Ideology; Conflict; Religious Factors

Abstract:
In the Netherlands of the late nineteenth century, primary education became one of the central issues in relation to raising political awareness and mobilising previously quiescent Dutch citizens. Protestants and Catholics alike claimed that Dutch public education left insufficient space for religious education and teamed up to struggle for state-financed religious schools. These were created in 1917, after which education was organised along religious and ideological lines. Tensions between Catholic, Protestant and secular public schools were severe, but after 1945 disagreements between these groups decreased as Dutch society secularised. This article examines how religious schools have dealt with this transformation since the 1950s. In a society secularising as rapidly and dramatically as the Netherlands, one would expect that support for religious schools would diminish over time. This, however, never occurred. Parochial schools still accommodate two-thirds of Dutch children and thus managed to retain their institutional dominance. This article argues that this curious "survival" of Christian schools in a secularised society does not imply that Christian schools were able to oppose secularisation as such. Instead, by their dedicated attempts to "personalise" religion in the 1950s and 1960s, hoping to strengthen religious convictions among students, they ironically smoothened rather than obstructed the path for secularisation. (Contains 33 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Memory; Educational Policy; Environmental Education; Foreign Countries; War; Educational History; Historiography; Catholics; Religious Education; Clergy; Questionnaires; Teacher Attitudes

Abstract:
Power over education and the upcoming generations has always been an important instrument in shaping religious and secular values. As a consequence, control over schools, pupils and teachers was, particularly in periods of war, an important means for bringing about acceptance of the new regime. The aim of this paper is to discuss priest-teachers' wartime memories of German interference in Belgian education during Second World War, on the basis of a survey conducted in the 1970s. By looking at teachers' memories, this paper contributes to a neglected field of study in the history of education and the historiography of Second World War. The analysis of the questionnaires illuminate how certain aspects of German educational policy were remembered by teachers and how they positioned themselves in the landscape of Second World War memory. As a result, this paper demonstrates that the survey not only offers an interesting source for investigating the war itself, but also sheds light on the changing post-war relationship between education, society and the state. (Contains 38 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Developing Nations; Trust (Psychology); Role of Religion; Multiple Regression Analysis; Ethnicity; Educational Attainment; Age Differences; Gender Differences; Mass Media Role; Social Justice; Religion; Catholics; Religious Organizations; Place of Residence; Life Satisfaction; Political Affiliation; Social Indicators; Sociometric Techniques; Religious Factors; Comparative Analysis; Surveys; Correlation; Predictor Variables; Traditionalism; Protestants; Muslims

Abstract:
Based on individual-level data from 2008 Afro-barometer survey, this study explores the relationship between religion (religious affiliation and religious importance) and trust (interpersonal and institutional) among Ghanaians. Employing hierarchical multiple regression technique, our analyses reveal a positive relationship between religious affiliation and both measures of trust among Ghanaians. A positive relationship between Catholic, Protestant, Muslim, Pentecostal/Evangelical faiths and interpersonal trust compared to non/traditional religion are detected. The data also reveal that upon controls, only Catholic and Pentecostal/Evangelical show significant positive effect on institutional trust among Ghanaians compared to non/traditional religion. It is worth noting that religious importance does not significantly predictor of neither interpersonal nor institutional trust among Ghanaians. The overall effect of religion on trust is weak, and weaker for institutional trust. Most of the difference relates to the difference between world religions and traditional religions. Place of residence, political affiliation, region of residence, ethnicity, and education are significant nonreligious predictors of both institution and interpersonal trust among Ghanaians. The findings further show that whereas age significantly influences only interpersonal trust, gender, life satisfaction, media exposure, sense of corruption, and sense of unfair treatment are significant factors molding institutional trust among Ghanaians. Policy implications of the study are discussed, emphasizing the need to incorporate religious organizations in efforts aimed at boosting interpersonal and institutional trust among Ghanaians. Religious-specific trust promotion program is suggested as possible strategy likely to succeed in Ghana. The need for more detailed studies in this important but ignored area is emphasized. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Child Abuse; Violence; Physical Education; Youth; News Reporting; Catholics; Sexual Abuse; Sexual Harassment; Disclosure; Churches; Criticism; Moral Values; History; Athletics; Child Welfare; Child Safety

Abstract:
When the sexual abuse of children is revealed, it is often found that other nonabusing adults were aware of the abuse but failed to act. During the past twenty years or so, the concealment of child sexual abuse (CSA) within organizations has emerged as a key challenge for child protection work. Recent events at Pennsylvania State University (PSU) received unprecedented media coverage and many commentators observed similarities with the abuse scandals in organized religion. Drawing upon Pierre Bourdieu's critique of the Catholic Church, this article problematizes the emphasis on the moral failings of individual elites, arguing that concealment of CSA is an historical feature of organized sport. It concludes that the emergence of child protection agendas in sport must be accompanied by more reflexive analyses about youth-sport if we are to significantly improve our capacity to safeguard children and young people from sexual violence within sport and physical education contexts. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Policy; Catholic Schools; Catholics; Private Schools; Elementary Secondary Education; Educational Trends; Educational Development; Educational Research; Institutional Characteristics; Literature Reviews; Religious Education; Educational History; Teacher Characteristics; Leadership Effectiveness

Abstract:
This essay provides a comprehensive overview of research conducted on Catholic schools and Catholic education during the period 2005 to 2010. The authors proffer both summary and critique, identifying emerging patterns and trends. Recommendations for future research are also included. The breadth and depth of recent research on Catholic education is instructive to educational policy leaders, private school administrators, church officials, and parents. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Policy; Foreign Countries; Educational Practices; European History; Western Civilization; Cultural Influences; Catholics; Religion; Religious Factors; Foreign Policy

Abstract:
European educational knowledge and practices have been deeply impacted by the colonial experience. While hegemonic knowledge was exported to the colonies, practices of teaching and governing colonial subjects were tested in the periphery and then reimported to the center. This contribution looks at a case of European education outside Europe that did not take place, at least not entirely, in a colonial setting: China. It argues that the (at least potentially) non-colonial encounter with societies that presented possible alternatives to European civilization was as important in refracting and reframing European knowledge, education, and identity as was the colonial encounter. European education outside Europe was enacted not only in settings of hegemony and resistance but also in more subtly nuanced spaces of encounter. (Contains 17 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Secondary Schools; Religion; Catholic Schools; Catholics; Administrator Attitudes; Teacher Attitudes; Surveys; Self Concept; Elementary School Teachers; Secondary School Teachers; Religious Factors; Religious Education

Abstract:
This article presents the results of a survey conducted in 2010 of over 3,300 administrators and teachers in Catholic elementary and secondary schools nationally about their understanding of the meaning of the term "Catholic identity." The survey was conducted in the fall of 2010 in anticipation of a national conference on the Catholic identity of Catholic elementary and secondary schools at The Catholic University of America, October 2-4, 2011. The vast majority of respondents viewed the school's culture or faith community as the most important component of its Catholic identity. The longer the teacher or administrator worked in Catholic schools, the higher the rating they gave to the essential nature of the school's faith community to its Catholic identity. Other aspects of Catholic identity that received high ratings were prayer, the content of the religion course, who taught religion, liturgical celebrations, and participation in service. The respondents viewed the percentage of Catholic students as the least important aspect of Catholic identity. (Contains 2 figures and 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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