Publication Date

2017

Abstract

This paper considers the relationship between curriculum and culture from the perspectives of Catholic teaching, scholarship and teachers in Catholic schools. A total of 2287(33.5%) teachers in Queensland Catholic schools responded to a specially designed survey, and follow-up interviews were conducted with a stratified sample of 20 volunteer teachers. Over half the survey respondents rated the planned integration of a Catholic perspective across the whole curriculum as important or very important, and a similar proportion reported that they integrated a Catholic perspective in their classroom practice. The most positive responses came from teachers who valued faith-based aspects of Catholic schools most highly. Teacher interviewees, however, depended mainly on spontaneous “teachable moments” and personal “witness” to express the faith-based identity of their schools. The current findings suggest that experienced senior teachers with strong commitment to faith-based identity are more committed than their peers to the integration of a Catholic perspective across the curriculum. The changing religious and educational environments present serious challenges to any such undertaking. The integration of Catholic social teaching (CST) across the curriculum provides a viable and relevant approach to expressing the identity of Catholic schools. CST is counter-cultural in nature, and it behoves teachers as critical pedagogues to address controversial social issues in an educationally appropriate manner.

Document Type

Journal Article

Access Rights

ERA Access

Access may be restricted.

Share

COinS