Through a Freirean Lens: Professional Learning, Faith-Based Schooling and Liberatory Education

Autor/inn/en	Scott, John Trevitt; Armstrong, Ann Cheryl
Titel	Through a Freirean Lens: Professional Learning, Faith-Based Schooling and Liberatory Education
Quelle	In: Professional Development in Education, 40 (2014) 4, S.610-626 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2013.830273
Schlagwörter	Religious Education; Foreign Countries; Qualitative Research; Christianity; Jews; Muslims; School Role; Social Justice; Transformative Learning; Democracy; Cultural Pluralism; Prosocial Behavior; Professional Education; Educational Philosophy; Faculty Development; Knowledge Base for Teaching; Equal Education; Case Studies; Australia + Suchen Sie Ihr Suchwort? Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Ausland; Qualitative Forschung; Christentum; Jew; Jude; Jüdin; Juden; Muslim; Muslimin; Soziale Gerechtigkeit; Pädagogische Transformation; Demokratie; Kulturpluralismus; Berufsausbildung; Bildungsphilosophie; Erziehungsphilosophie; Teaching theory; Theory of teaching; Unterrichtstheorie; Case study; Fallstudie; Case Study; Australien
Abstract	This paper draws on a broader qualitative study of professional learning in schools of the Peoples of the Book (Christians, Jews and Muslims) in post-colonial Australia, addressing the role that the growing number of Australian faith-based schools play in shaping a just and inclusive Australian society. By reviewing material in the public domain, we consider in their projection to the public the stated and implied commitment of six Australian faith-based schools of the Peoples of the Book to a transformative, liberatory education. Drawing on Habermas' understanding of a religiously pluralistic democracy, we argue that faith-based schools should articulate their purpose and values to the wider secular society, recognizing that this task also calls upon the secular society to engage with the faith traditions, to strengthen mutual respect and tolerance. Although we find little consideration in the literature of the distinctive professional learning needs in faith-based schools, we examine Australian faith-based schooling through the thinking of Freire and the role of conscientization in transformative education. We argue that it is through the professional learning program of the school that critical awareness and indeed conscientization of teachers can be developed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10