Academic literature on the topic 'Church schools Australia'
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Journal articles on the topic "Church schools Australia"
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Goldburg, Peta. "Teaching Religion in Australian Schools." Numen 55, no. 2-3 (2008): 241–71. http://dx.doi.org/10.1163/156852708x283069.
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AbstractTraditionally the teaching of religion in schools in Australia was confined to Church-sponsored or independent schools because public education in Australia prided itself on being "free, secular and compulsory." For over one hundred years, the teaching of religion in church schools was grounded in a faith-forming approach but, in the 1980s, there was a shift to an educational approach to teaching of religion. The development of educational approaches enabled the introduction of Studies of Religion for senior secondary school students. After considering these shifts, suggestions will be made for some dynamic teaching approaches for students in Studies in Religion.
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Shanahan, Mairead. "‘An Unstoppable Force for Good’?: How Neoliberal Governance Facilitated the Growth of Australian Suburban-Based Pentecostal Megachurches." Religions 10, no. 11 (November 3, 2019): 608. http://dx.doi.org/10.3390/rel10110608.
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Hillsong Church has received significant scholarly attention, which has observed the church’s rapid local and global growth. Several other Australian-based Pentecostal churches demonstrate a similar growth trajectory to Hillsong Church, namely: C3 Church, Citipointe Church, Planetshakers, and Influencers Church. To further scholarly understanding of aspects of this rapid growth, this paper discusses the emergence of economic rationalist policies which led to the neoliberal governance context in Australia. The paper argues that the emergence of this policy context, which emphasises marketization and privatisation, provided opportunities for suburban-based Pentecostal churches to expand activities beyond conducting worship services. The paper analyses materials produced by Hillsong Church, C3 Church, Citipointe Church, Planetshakers, and Influencers Church and associated educational, charity, and financial organisations. Through this analysis, the paper finds that the emergence of a neoliberal governance context in Australia provided opportunities for these churches to expand activities beyond traditional worship ceremonies to include additional activities such as running schools, Bible colleges, community care organisations, charity ventures, and financial institutions. The paper shows how economic rationalism and neoliberalism assisted in providing a context within which Australian-based suburban Pentecostal churches were able to take opportunities to grow aspects of church organisation, which helped to develop a global megachurch status. In this way, these churches took up opportunities that changes in political circumstances in Australia provided, developing a theology of growth actualised in expanding church-branded activities around the globe.
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McQuillan, Paul. "Youth Spirituality - A Reality in Search of Expression." Journal of Youth and Theology 3, no. 2 (February 17, 2004): 8–25. http://dx.doi.org/10.1163/24055093-90000214.
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The disaffection of youth with institutional church in both Australia and the U.K. has been well documented. A number of writers in the field point to a remarkable level of spirituality amongst youth. This paper examines the conflicts apparent between young people and church as a means of expression of their spirituality. Some research findings in Australian High Schools are presented. A research survey was designed to determine the level of recognition among senior students of the types of experiences to which some might give a religious interpretation. The level of experiential spirituality among the groups was remarkably high while church allegiance remained low. Some comparisons between youth culture in Australia and the U.K. are made by reference to reports published in each country.
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Barker, Renae. "Pluralism versus Separation: Tension in the Australian Church-State Relationship." Religion & Human Rights 16, no. 1 (March 23, 2021): 1–40. http://dx.doi.org/10.1163/18710328-bja10015.
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Abstract The relationship between the state and religion in Australia exists in a state of tension. On the one hand the “non-establishment” clause in section 116 of the Australian Constitution points to the separation of religion and state. On the other hand there is a high level of cooperation between the state and religion in the public sphere, most visible in the funding of religious schools by the federal government. These two visions of the Australian state-religion relationship are in tension. One requiring the removal of religion from the public sphere while the other calls for a plurality of religions to be accommodated in public spaces. This article seeks to resolve this tension by proposing a new way to understand the Australian state-religion relationship as non-establishment pluralism. Non-establishment in the sense that the Australian Constitution prohibits the establishment of any religion—be that a single state church, multiple state religions, or religion generally. Pluralism in that the state via ordinary legislation, public policy, and government action cooperates with religion in numerous areas of state and religious interest in the public sphere.
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Young, Marisa. "From T.T. Reed’s Colonial Gentlemen to Trove: Rediscovering Anglican Clergymen in Australia’s Colonial Newspapers." ANZTLA EJournal, no. 11 (April 19, 2015): 74–88. http://dx.doi.org/10.31046/anztla.vi11.268.
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T. T. Reed’s pioneering book on the lives of Anglican clergymen in South Australia is still an important guide to the contribution made by these men to the expansion of educational opportunities for children. However, the development of Trove by the National Library of Australia has provided new ways of tracing the educational activities of Anglican clergymen in Australia. Researchers have frequently acknowledged the importance of the roles played by Protestant ministers of religion in the expansion of primary and secondary education during the nineteenth century. Much of the focus of this research work in religious history and educational history has been linked to the contribution of Protestant clergymen in educational administrations, either through leadership roles as headmasters or through participation in activities established by school boards or councils. Numerous Protestant ministers of religion developed high profile roles during the early growth of non-government as well as government-supported primary and secondary schools in colonial South Australia. This article will emphasise the ways that information searches using Trove can highlight forgotten aspects of educational activities undertaken by clergymen. It will focus on the activities of three ministers from the Church of England who combined their parish duties in the Diocese of Adelaide with attempts to run schools funded by private fees. Their willingness to undertake teaching work in this way thrust them into the secular world of an emerging Australian education market, where promotional activity through continuous newspaper advertising was part of the evolution of early models of educational entrepreneurship. These clergymen faced considerable competition from private venture schools as well as government-supported schools in the colonial capital. This article will also highlight gender issues associated with their promotional activities, as each minister used different definitions of gender in order to build supportive social networks for their schools and attract attention to their teaching activities.
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Of the Journal, Editorial board. "Ivan Shevtsev - honorary researcher of the Department of Religious Studies at the Institute of Philosophy named after G.S. Skovoroda of the National Academy of Sciences of Ukraine (nomination in 2000)." Ukrainian Religious Studies, no. 17 (March 20, 2001): 89–90. http://dx.doi.org/10.32420/2001.17.1131.
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Father Ivan SHEVTSIV was born on November 1, 1926 in the village of. Pumpkins in the Zboriv district. Graduated from the Spiritual Seminary in Lviv, theological studios in Rome. In May 1951 he received priestly ordinations. He had pastoral work in England, published a magazine "Our Church" here. In 1959, Bishop Ivan Prashko invited I. Shevtsiv to Australia. Here he established publishing activities, taught religion in Ukrainian schools, edited the magazine "Church and Life", was a pastor in several parishes, and organized the construction of temples.
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Kinowska, Zofia, and Jan Pakulski. "Polish Migrants and Organizations in Australia." Cosmopolitan Civil Societies: An Interdisciplinary Journal 10, no. 2 (July 27, 2018): 33–46. http://dx.doi.org/10.5130/ccs.v10i2.6002.
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The social profile and the organizational landscape of Polish diaspora, known as ‘Polonia’, in Australia has been undergoing a significant change: sociodemographic (ageing), sociocultural (diversification) and sociopolitical (integration and assimilation). The ‘wave-type’ immigration (1947-56 and 1980-89), combined with the sudden decline in immigration after Poland’s independence (1989) and accession to the EU (2004), resulted in the rapid shrinking, ageing and internal differentiation of the Polish community. The pre-1989 ‘ethno-representative’ and ex-servicemen organisations have been withering away. The ‘culture preserving’ ethnic organizations, as well as religious/church groups also weaken, due to their shrinking demographic base. The Australian ‘Polonia’ is diversifying, as well as internally dividing, the latter process accelerated by widening political-ideological divisions in Poland. Under the impact of social diversification and globalization, and in the context of evolving multicultural policies in Australia, new forms of organization and social activism emerge. Interethnic, integrative and ‘bridging’ organizations and initiatives, anchored mainly in metropolitan social circles of Melbourne and Sydney, attract the most educated immigrants and their offspring and break the mould of ethnic exclusivity. Next to traditional Polish Associations, multiplying Senior Clubs and still numerous Polish schools there also appear some nationalistic groups, active mainly in social media. These general trends: numerical decline, ageing and diversification (combined with political divisions) reflect the changing conditions in the Australian and Polish societies, as well as the processes of migrant adaptation and integration.
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Campbell, Craig. "History of Education Research in Australia." Espacio, Tiempo y Educación 3, no. 2 (July 18, 2016): 3. http://dx.doi.org/10.14516/ete.2016.003.002.000.
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History of education research has flourished in Australia since the 1960s. However, fewer university appointments in recent years suggest that a decline will soon occur. Nevertheless, research over the previous fifty years has produced much excellent work, following three significant historiographical trends. The first is the dominant Anglo-Empirical Whig tradition, which has concentrated on conflicts between church and state over schooling, and the founders and establishment of schools and public school systems. The second arose from social history, shifting the focus of research onto families, students and teachers. However, the concentration on the social class relations of schooling was eventually overtaken by substantial studies into gender relations. In more recent times, cultural studies and the influence of Foucault have been responsible for new research questions and research, marking a new historiographical trend. A survey of topics for which more research is required concludes the editorial, not least of which is the history of Indigenous education.
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O'Connor, Pamela. "Squaring the Circle: How Canada is Dealing with the Legacy of Its Indian Residential Schools Experiment." International Journal of Legal Information 28, no. 2 (2000): 232–65. http://dx.doi.org/10.1017/s0731126500009094.
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Canada, like Australia, is belatedly confronting a problem that has long been denied and ignored. Each country is now reckoning the social costs of past policies which sought to achieve the forced assimilation of indigenous children. In Canada this policy was mainly implemented through laws requiring the compulsory attendance of Indian children at school. Some 100,000 children were directed to church-operated residential schools where their cultural transformation could be effected in isolation from their families and the outside world. That isolation left them highly vulnerable to abuse and neglect.
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Horner, Robyn, Didier Pollefeyt, Jan Bouwens, Teresa Brown, Christiaan Jacobs-Vandegeer, Maeve-Louise Heaney, and Michael Buchanan. "Openness to Faith as a Disposition for Teachers in Catholic Schools." International Journal of Practical Theology 24, no. 2 (December 1, 2020): 231–51. http://dx.doi.org/10.1515/ijpt-2019-0044.
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AbstractIn the Catholic Church, which includes in its mission the provision of school education, the significant rise of “no religion” in Western societies prompts serious new questions about how this mission can be lived out. An important response can be found in the Enhancing Catholic School Identity Project, which provides empirical evidence of the lived faith dispositions of members of Catholic school communities and recommends the enhancement of Catholic school identity through the recontextualisation of faith in dialogue. We argue that the dispositions of teachers are a vital factor in the development of a Catholic Dialogue School. Using aggregated data in Australia, we illustrate the importance of a teacher disposition that is intentionally and explicitly open to Catholic faith.
Dissertations / Theses on the topic "Church schools Australia"
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Long, Robert Douglas, of Western Sydney Nepean University, and Faculty of Education. "The development of themelic schools in Australia." THESIS_FE_XXX_Long_R.xml, 1996. http://handle.uws.edu.au:8081/1959.7/142.
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This thesis investigates a new kind of conservative Protestant schooling that emerged in Australia after 1962.Themelic schools developed out of a reaction to secular humanist trends which emerged after World War II. The author argues that these schools constitute a system which warrants greater research. Historical, philosophical and theological work is integrated with a considerable methodological basis in oral history. The research seeks to introduce the schools, clarify their theoretical positions, evaluate their theological and social position and offer criticism and recommendations regarding their educative value. One of the central arguments is that the themelic system of schooling is one of fear and confusion.It is argued that the themelic system is laden with numerous contradictions that have not been addressed and that the schools are reactionary, authoritarian and educationally limited. Some recommendations are made that address organisational and language issues. Though criticism offered is sometimes negative, the intended outcomes of the thesis are positive so as to help these schools establish better environments for educationDoctor of Philosophy (PhD)
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Oswald, Murray. "The emergence of new low-fee Protestant independent schools in South Australia since 1972 /." Title page, summary and contents pages only, 1990. http://web4.library.adelaide.edu.au/theses/09ED.M/09ed.mo86.pdf.
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Melville, William Ian. "An historical analysis of the structures established for the provision of Anglican schools in the diocese of Perth, Western Australia between 1917 and 1992." University of Western Australia. Graduate School of Education, 2006. http://theses.library.uwa.edu.au/adt-WU2006.0032.
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[Truncated abstract] Within the State of Western Australia, from its early years, education has been provided not only by the State, but also by religious denominations, particularly the Catholic Church, the Anglican Church and other Christian groups. This thesis is concerned with Anglican education in the State from the years 1917-92. The particular focus is on the structures established for the provision of Anglican education in the Diocese of Perth throughout the period. The central argument of the thesis is as follows. During the period 1917-92, the structures established for the provision of Anglican education in the Diocese of Perth changed across four subperiods: 1917-50, 1951-60, 1961-80 and 1981-92. During the first subperiod, provision was made under structures which allow for the schools which existed to be classified according to three ‘types’: ‘religious-order schools’, ‘parish schools’, and ‘schools of the Council for Church of England Schools’. The first two types continued during the second subperiod and were joined by two new types, namely, ‘Perth Diocesan Trustees’ schools’ and ‘synod schools’, while ‘schools of the Council for Church of England Schools’ceased as a type. During the third subperiod ‘synod schools’ continued as a type, but the other three types ceased to exist. At the same time, one new type emerged, namely, ‘schools of the Church of England Schools’ Trust’. During the fourth subperiod there were also two types of schools within the Diocese, but the situation was not the same as in the previous subperiod because while ‘synod schools’ continued as a type, ‘Perth Diocesan Trustees’ schools’ ceased to exist. Furthermore, a new type was established, namely ‘schools of the Anglican Schools Commission’. This two-type structure for provision which was established during the sub-period 1981-92, is still that which exists to the present day for the provision of Anglican education within the Diocese of Perth.
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McKenna, Eugene. "The influence of ecclesiastical and community cultures on the development of Catholic education in Western Australia, 1846-1890." Thesis, McKenna, Eugene (2005) The influence of ecclesiastical and community cultures on the development of Catholic education in Western Australia, 1846-1890. PhD thesis, Murdoch University, 2005. https://researchrepository.murdoch.edu.au/id/eprint/198/.
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Historians have generally tended to represent the pioneering Catholic mission in Western Australia as an homogenous ecclesiastical entity with little cultural diversity. With a few notable exceptions the nature of the Western Australian colonial Catholic mission is portrayed as a 'hibernised' form of Catholicism with an Irish clergy taking care of the pastoral needs of a predominantly working class Irish Catholic constituency. This thesis challenges the traditional paradigm as restrictive, and argues that it ignores significant contextual influences and veils the wider cultural tapestry in which the Western Australian pioneering Catholic mission proceeded.
The traditional analysis of the internal dynamics of the Catholic mission implies that there was a beneficial, almost symbiotic relationship between sympathetic bishops and their 'valiant helpers.' Internal conflicts concerning administrative issues have been represented as little more than mere personality clashes.
The thesis takes a more critical contextual approach and argues that the manifestation of internal dissension during this period can only be fully explained by taking account of external influences rather than local conditions. These influences include both Gallican and Ultramontane ecclesiastical perspectives as well as the individual community cultures that were transported from Europe to the Perth diocese by missionary personnel.
This new perspective corrects the more traditional approach which overlooked the different ecclesiastical approaches, orientations and community cultures that were represented within the colonial Catholic mission. This expansion of the existing interpretative paradigm through which historians view the West Australian Catholic mission in general and the development of the school system in particular marks a significant shifi in the existing historiography. As a consequence, scholars will in future take a more critical approach to the study of not only the Catholic education system but also the Western Australian Catholic mission in general. Rather than representing the definitive closing chapter it is intended that this work will invigorate renewed historical interest in the development of the Australian Catholic mission.
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McKenna, Eugene. "The influence of ecclesiastical and community cultures on the development of Catholic education in Western Australia, 1846-1890." McKenna, Eugene (2005) The influence of ecclesiastical and community cultures on the development of Catholic education in Western Australia, 1846-1890. PhD thesis, Murdoch University, 2005. http://researchrepository.murdoch.edu.au/198/.
Full textAbstract:
Historians have generally tended to represent the pioneering Catholic mission in Western Australia as an homogenous ecclesiastical entity with little cultural diversity. With a few notable exceptions the nature of the Western Australian colonial Catholic mission is portrayed as a 'hibernised' form of Catholicism with an Irish clergy taking care of the pastoral needs of a predominantly working class Irish Catholic constituency. This thesis challenges the traditional paradigm as restrictive, and argues that it ignores significant contextual influences and veils the wider cultural tapestry in which the Western Australian pioneering Catholic mission proceeded.
The traditional analysis of the internal dynamics of the Catholic mission implies that there was a beneficial, almost symbiotic relationship between sympathetic bishops and their 'valiant helpers.' Internal conflicts concerning administrative issues have been represented as little more than mere personality clashes.
The thesis takes a more critical contextual approach and argues that the manifestation of internal dissension during this period can only be fully explained by taking account of external influences rather than local conditions. These influences include both Gallican and Ultramontane ecclesiastical perspectives as well as the individual community cultures that were transported from Europe to the Perth diocese by missionary personnel.
This new perspective corrects the more traditional approach which overlooked the different ecclesiastical approaches, orientations and community cultures that were represented within the colonial Catholic mission. This expansion of the existing interpretative paradigm through which historians view the West Australian Catholic mission in general and the development of the school system in particular marks a significant shifi in the existing historiography. As a consequence, scholars will in future take a more critical approach to the study of not only the Catholic education system but also the Western Australian Catholic mission in general. Rather than representing the definitive closing chapter it is intended that this work will invigorate renewed historical interest in the development of the Australian Catholic mission.
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Berber, Mujgan G. "The role of the principal in establishing and further developing an independent Christian or Islamic school in Australia." View thesis, 2009. http://handle.uws.edu.au:8081/1959.7/46255.
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Thesis (Ph.D.)--University of Western Sydney, 2009.A thesis presented to the University of Western Sydney, College of Arts, School of Education, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies.
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Burley, Stephanie. "None more anonymous? : Catholic teaching nuns, their secondary schools and students in South Australia, 1880-1925 /." Title page, contents and abstract only, 1992. http://web4.library.adelaide.edu.au/theses/09EDM/09edmb961.pdf.
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Hollands, Jill C. "The changing nature of the Catholic school community." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/162.
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The role of the Catholic school, as outlined by Catholic leaders within dioceses around Australia and supported by Vatican documents, is to assist in the Church's role of proclaiming the message of Jesus Christ. Catholic schools aim to promote Gospel values within the daily life of their community. Integral to this expectation is the teaching of the traditions, doctrine, and practices of the Catholic faith, supported by the presence of Catholic educators. The shifting nature of Catholic schools has meant that in recent times, some members of the school community are not familiar with beliefs and practices of the Catholic faith. This growing world-wide trend indicates a changing community expectation of the role of the Catholic school, where dements of Catholic culture are at odds with the contemporary culture to which children are exposed in their daily lives. This portfolio examines the impact of the changing nature of the Catholic school community on the Catholic nature of Catholic schools. This impact is considered from both global and local perspectives. The Structure of the portfolio includes a document analysis of key literature related to this change, supported by a small, illustrative case study of four rural schools in Western Australia. Early chapters examine the structures of governance existing within both contexts and determine the extent to which these structures enable the Catholic school to fulfil the Church's mission. The portfolio outlines challenges faced by Catholic school communities in promoting the Church's Gospel value message through a Catholic values-based curriculum. The small investigation undertaken as part of the portfolio draws on both quantitative and qualitative data to determine the role played by the Catholic elements of schools in strengthening the promotion of the Gospel value message within the life of the school community. Conclusions are drawn to assist Catholic schools work toward strengthening the development of an authentic Catholic culture within the life of the school, and the implementation of a Catholic, values-based curriculum. These recommendations provide guidance for Catholic schools in developing a shared understanding of the Church's Gospel value message promoted within the life of the school community.
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Cross, Graeme L. "Religious schools in Australia's education system: An investigation of the social and civic implications." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1523.
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In the past 20 years the number of religious schools present within Australia’s educational marketplace has grown prolifically. In response, concerns have been raised and it has been asserted that the lack of religious diversity within these schools may impede development of the competencies young Australians need in order to engage relationally in pluralistic social settings. Social capital theorists refer to the act of engaging relationally in the midst of social diversity as bridging and the relational networks that form as being a source of bridging social capital.
This study sought to understand how the educative environment of religious schools influenced development of the ability to bridge. Three schools from Australia’s Christian school sector participated in this multiple case study. The data collection methods used included semistructured individual interviews with graduates, their parent(s) and an employer or a colleague from the workplace of each graduate. The data derived from these interviews (50 in total) provided insights into the post-school social worlds of the graduates and the influences that had shaped their social and civic development. In addition to these triangulated data, one focus group interview was conducted with educators at each of the participating schools.
Careful analysis of the data found that formation of the attributes needed to bridge did not appear to be significantly influenced by the degree of religious diversity present within the student body of the graduates’ schools, but had been shaped by other aspects of their school environment and features associated with their broader social-ecologies. In addition to elucidating this phenomenon, this study also provides insights into a network of Christian schools that have rarely been the subject of educational research and yet are prominent within Australia’s education sector. It also contributes to the rigorous and at times contentious discourse around two issues that confront educational leaders and theorists: 1) The role of schools in the formation of social and civic values; and 2) The tensions associated with the expression of religious freedom in a liberal democracy and the presence of religious schools in the educational marketplace.
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Moody, Craig William, and res cand@acu edu au. "An Exploration of the Role of School Principals in Faith Formation Leadership Within the Educational Mission of Two Australian Anglican Schools." Australian Catholic University. School of Education, 2009. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp234.01072010.
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This study offers a response to the question facing the Australian Anglican Church about how the mission of Anglican schools is aligned with the mission of the whole Church. The study explores two Anglican school principals’ faith formation leadership, as they engage in this mission. Fundamental to understanding the context of this study is awareness of Anglicanism’s broad variety of expression balanced with unity through Scripture, Reason and Tradition. In spite of differences, the Anglican Church seeks the ‘Via Media’, the middle way, held together in a dynamic tension of debate. Anglican school principals lead faith formation in this context of diversity, which leads to the purpose of this study: to explore two Australian Anglican school principals’ perceptions of their role and capability as school leaders of faith formation within the Anglican Church’s mission. The three questions guiding this study relate to the ways in which the principals understand their role, their capability for the role, and the ways in which the Anglican Church has equipped them to be faith formation leaders in their schools. Various Anglican sources note that these questions have been on the Anglican Church’s agenda for several decades. A recent report on the governance relationship between an Australian Anglican Diocese and its schools noted lack of Anglican identity and role definition of schools’ mission in the Church as significant issues (Nicholson, 2007), and this appears to be the case in faith formation leadership also. Underpinning this study are assumptions that the nurturing of the Christian faith in the Anglican tradition is a core task of Anglican schools as agents of Anglican mission, and that the principal of an Anglican school plays a key role in leading faith formation by authentic personal Christian witness. In this study, Anglican school faith formation leadership has been explored in cultural and symbolic dimensions of leadership. Catholic and Lutheran schools’ faith formation leadership practices are reviewed to inform the study. This exploratory, qualitative study has an orientation of social constructionism, seeking two purposively sampled Australian Anglican school principals‟ perceptions from an open research stance. A theoretical framework of symbolic interactionsism has valued the participants’ context. A phenomenological research methodology has used data gathering methods of interview, survey questionnaire, observation and documentary analysis. The study indicates that areas for further study include the shared faith formation leadership roles of principals and school chaplains; the fostering of a culture of research about Anglican school faith leadership; the provision of professional mentoring for principals; the relationship of principals to the Anglican Church; and provision by the Anglican Church of guiding statements and training to equip principals for their faith leadership roles.
Books on the topic "Church schools Australia"
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Campbell, Craig. School choice: How parents negotiate the new school market in Australia. Crows Nest, N.S.W: Allen & Unwin, 2009.
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National Catholic Education Commission (Australia). Religious education in dialogue: Curriculum around Australia. Canberra, A.C.T: National Catholic Education Commission, 2008.
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Kavanagh, Aengus J. Will Catholic schools be Catholic in 2030?: Exploration of issues that are of essence in the unfolding story of Catholic schools, and of church, in Australia. [Parramatta, N.S.W.]: [Patrician Brothers], 2014.
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Religion in secular education: What, in heaven's name, are we teaching our children? Leiden: Brill, 2014.
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Angus, Lawrence B. Continuity and change in Catholic schooling ; an ethnography of a Christian Brothers College in Australian society. London: Falmer Press, 1988.
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Play together, dark blue twenty. Melbourne: McPhee Gribble, 1986.
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Upholding the Faith: The Process of Education in Catholic Schools in Australia, 1922-65 (History of Schools and Schooling, V. 24.). Peter Lang Publishing, 2001.
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Pastoral care: The first ten years of chaplaincy in Western Australian government secondary schools. [Australia: s.n., 1991.
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Potential and opportunity: Critical issues for Australian Catholic education into the 21st century. Blackwood, SA: Auslib Press, 1996.
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Heintzman, Paul. Recreation and Leisure. Edited by Joel D. S. Rasmussen, Judith Wolfe, and Johannes Zachhuber. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198718406.013.6.
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This chapter addresses attitudes towards recreation and leisure in nineteenth-century Christian thought using examples from the United Kingdom, North America, Australia, and Africa. Christianity influenced recreation through phenomena related to the animal welfare, temperance, Sabbatarian, Sunday school, Band of Hope, muscular Christianity, Young Men’s Christian Association, Christian resort, Church recreation, Saturday half-holiday, and open space movements. While Christian approaches to recreation were diverse, they may be categorized into four responses on a continuum from most negative to most positive: opposition, alternative recreation, societal change initiatives, and accommodation. Although these categories may overlap and are not always mutually exclusive they do provide a helpful framework. In general, over the course of the century, approaches to recreation tended to move towards the more positive or accommodation end of the continuum.
Book chapters on the topic "Church schools Australia"
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Malcolm, Elizabeth, and Dianne Hall. "Catholic Irish Australia and the Labor Movement." In Frontiers of Labor. University of Illinois Press, 2018. http://dx.doi.org/10.5622/illinois/9780252041839.003.0008.
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The Australian and American labor movements attracted the support of many Irish Catholic immigrants. Yet in Australia, the relationship between the Catholic community and organized labor was never an easy one. State funding of church schools was a perennial problem: Catholic leaders demanded it, while the Australian Labor Party (ALP) equivocated over the issue. This chapter investigates two further issues that also seriously tested the relationship: one involving race, the other nationalism. In the 1890s, the labor movement supported a ban on “colored” immigration, yet the Catholic Church aspired to play a leading role in missions to China. In debates around immigration restriction, Cardinal Moran of Sydney therefore sought to avoid offending the Chinese by attacking instead British attempts to dictate Australia’s immigration policy. During World War I, the ALP, which supported Britain and the empire, found the rise of anti-British republicanism in Ireland a difficult issue to manage. As a result, although sympathetic to Irish grievances, labor newspapers were very selective in their reporting and sought to impose a class, rather than a nationalist, interpretation on events. In both these cases conflict was contained, and it was not until the 1950s that a major split involving Catholics and the ALP occurred, this time over the issue of communism.