The Transmission of Religion: Reconceptualising the Religious Education Leader

Buchanan, Michael T.

doi:10.1007/978-981-13-6127-2_12

Cited by 3 publications

(2 citation statements)

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“…Their role is too complex and demanding for one person to take on all aspects pertaining to the position (Dowling, 2012;Healy, 2011;Liddy, 1998). Furthermore, without provision for a structured followership it becomes difficult to plan for appropriate leadership succession (Buchanan, 2019;2013b). Given the high turnover rates and the average expectancy of remaining in the position averaging around two years (Buchanan, 2021;Engebretson, 1998;Rymarz, 1998), policy reforms that provide for structured followership might support opportunities for suitable succession as well as contribute to enabling religious education leaders to do their jobs effectively.…”

Section: Feel Like An Alien In My Own School Even Though I Know Staff...mentioning

confidence: 99%

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: Feel Like An Alien In My Own School Even Though I Know Staff...mentioning

confidence: 99%

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

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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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Catholic Teacher Formation in the Land Down Under

Buchanan

2022

Formation of Teachers for Catholic Schools

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The Transmission of Religion: Reconceptualising the Religious Education Leader

Cited by 3 publications

References 3 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

Catholic Teacher Formation in the Land Down Under

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