Leadership Sustainability: Supporting Religious Education Leaders in the School Context

Buchanan, Michael T.

doi:10.1007/978-3-319-20925-8_8

Cited by 6 publications

(6 citation statements)

References 5 publications

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“…Some of the ministerial tasks required religious education leaders to take responsibility for developing and fostering the liturgical and prayer life of the school community as well as sacramental programmes and encourage the faith development of staff and students by facilitating activities such as retreat programmes and reflection days. These ministerial tasks while catechetical in nature were traditionally regarded as integral to parish life and the Catholic school (Buchanan, 2011;Grajczonek, 2006). Throughout the latter part of the twentieth century, the religious education policies from various dioceses differed in terms of whether the religious education leader role served a ministerial function or an educational purpose.…”

Section: Jurisdictional Inconsistencies Pertaining To the Role Of The...mentioning

confidence: 99%

“…Throughout the latter part of the twentieth century, the religious education policies from various dioceses differed in terms of whether the religious education leader role served a ministerial function or an educational purpose. The Table 1 adapted from Buchanan (2010) shows the variance across a range of early diocesan policies regarding the religious education leadership emphasis.…”

Section: Jurisdictional Inconsistencies Pertaining To the Role Of The...mentioning

confidence: 99%

“…The variance in emphasis on tasks illustrates the lack of consistency across the dioceses regarding the role. Furthermore, recent studies indicated that there is also a lack of cohesion within a given diocese regarding how the role should be exercised (Buchanan, 2010;Crotty, 2002;Fleming, 2002). This was regardless of whether the appointment of the religious education leader was determined at the school or at a centralised diocesan level.…”

Section: Jurisdictional Inconsistencies Pertaining To the Role Of The...mentioning

confidence: 99%

“…The relatively new position of religious education leader began to emerge in Catholic schools across many dioceses throughout Australia, during the immediate decades following the Second Vatican Council (1962ñ1965) ; see also Buchanan, 2005). Since the time of its conception there has been a lack of clarity about what the role entails, which has served to generate feelings of isolation and disconnectedness amongst many religious education leaders (Fleming, 2002;Stern & Buchanan, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Sustaining Religious Education Leadership: Implications for Policy Reform

Buchanan

2023

Discourse and Communication for Sustainable Education

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Religious education leaders promote the religious identity of the school as well as foster a sense of connectedness through building school community. However, these leaders who play a key role in this area are at times the ones who feel the least connected to the school community and are more likely than other leaders to resign from the position prior to completing their full term. One of the things principals of schools fear the most is the resignation of the religious education leader in their school (Crotty 2005). The high turnover rate of these leaders and the dearth of applicants to fulfil this role have resulted in less experienced personnel being appointed to these positions. Religious education leaders themselves as well as principals are concerned with the lack of suitable successors willing to take on the role. They want successors who are experienced and capable of senior leadership. Over the past decade the religious education leadership policy reforms and initiatives from diocesan based centralised authorities for Catholic education across Australia have attempted to address these concerns. Drawing on the insights from a study into the kinds of support religious education leaders need to do their job effectively, this chapter explores the general limitations of these policies and proposes some recommendations for policy reform that will sustain Religious Education Leadership as a viable career pathway.

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Section: Jurisdictional Inconsistencies Pertaining To the Role Of The...mentioning

confidence: 99%

Section: Jurisdictional Inconsistencies Pertaining To the Role Of The...mentioning

confidence: 99%

Section: Jurisdictional Inconsistencies Pertaining To the Role Of The...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Sustaining Religious Education Leadership: Implications for Policy Reform

Buchanan

2023

Discourse and Communication for Sustainable Education

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“…Internationally, religious education in public schools is vastly diverse in practices as well as in empirical and theoretical motivations (Berglund et al , 2016; Buchanan and Gellel, 2015, 2019; de Souza et al , 2007; Franck and Thalén, 2021; Sivasubramaniam and Hayhoe, 2018; Skeie et al , 2013; Smyth et al , 2013). This article focuses on the increasingly discussed in academic community interreligious [2] model of religious education (Engebretson et al , 2010; Körs et al , 2020; Schreiner, 2016).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The preconditions of interreligious education in Hong Kong: religious heterogeneity, freedom of religion, and secularity

Fedorov

2022

STICS

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Purpose In the light of intensifying academic discourses on contemporary religious education in Hong Kong, this paper aims to examine how the interreligious model (i.e. that features teaching religious variety rather than a particular faith) is consistent with Hong Kong’s social context. It begins with a theoretical conceptualization that interreligious education originates from certain preconditions and is only understood contextually. Next, the analysis identifies the preconditions within Hong Kong milieus: sociodemographic, sociocultural and legal. Design/methodology/approach Theoretically driven case study. The paper analyses Hong Kong's development toward interreligious education. Findings Albeit most conceptualizing of interreligious education has been conducted in Europe, the study finds the model functional to Hong Kong. Moreover, these preconditions-religious heterogeneity, freedom of religion and secularity – are met, although with their specifics. These preconditions, however, do not imply imperativeness yet rather feasibility if the interreligious model adheres to Hong Kong’s educational aims. Originality/value This study develops theoretical lenses for interreligious education in Hong Kong. First, it analyzes religious heterogeneity, freedom of religion and secularity within the Hong Kong milieus and reveals Hong Kong’s capacity to implement the interreligious model. It also advances scholarship on interreligious education in relatively underexplored settings (referring not simply to Hong Kong but to Chinese societies and contemporary Asia).

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The Transmission of Religion: Reconceptualising the Religious Education Leader

Buchanan

2019

Global Perspectives on Catholic Religious Education in Schools

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Leadership Sustainability: Supporting Religious Education Leaders in the School Context

Cited by 6 publications

References 5 publications

Sustaining Religious Education Leadership: Implications for Policy Reform

Sustaining Religious Education Leadership: Implications for Policy Reform

The preconditions of interreligious education in Hong Kong: religious heterogeneity, freedom of religion, and secularity

The Transmission of Religion: Reconceptualising the Religious Education Leader

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