Toward an Authentic Understanding of Catholic School Identity
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| Title: | Toward an Authentic Understanding of Catholic School Identity |
|---|---|
| Language: | English |
| Authors: | Christopher Hurst |
| Source: | Educational Theory. 2024 74(4):473-491. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Catholic Schools, Institutional Characteristics, Educational Research, Attitudes, Self Concept, Traditionalism, Goal Orientation, Educational Practices |
| DOI: | 10.1111/edth.12654 |
| ISSN: | 0013-2004 1741-5446 |
| Abstract: | Researchers have studied Catholic schools for decades, often in an attempt to extrapolate from them lessons that may help public schools accomplish similar levels of academic achievement and other desirable goals, such as social mobility, social efficiency, and democratic equality. But research that attempts to understand Catholic education from a secular perspective inevitably misunderstands the purpose of education that Catholic schools themselves claim to pursue, i.e., beatitude. This unique purpose is the source of Catholic school identity. Here, Christopher Hurst argues that by considering Catholic education as the practice of a distinctly Catholic tradition, researchers can authentically assess how well Catholic schools are achieving their own stated goals, and whether their practices can be applied outside of a particular Catholic context. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1441096 |
| Database: | ERIC |
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| Abstract: | Researchers have studied Catholic schools for decades, often in an attempt to extrapolate from them lessons that may help public schools accomplish similar levels of academic achievement and other desirable goals, such as social mobility, social efficiency, and democratic equality. But research that attempts to understand Catholic education from a secular perspective inevitably misunderstands the purpose of education that Catholic schools themselves claim to pursue, i.e., beatitude. This unique purpose is the source of Catholic school identity. Here, Christopher Hurst argues that by considering Catholic education as the practice of a distinctly Catholic tradition, researchers can authentically assess how well Catholic schools are achieving their own stated goals, and whether their practices can be applied outside of a particular Catholic context. |
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| ISSN: | 0013-2004 1741-5446 |
| DOI: | 10.1111/edth.12654 |
