Dissertations / Theses on the topic 'Church schools Australia'
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1
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)
2
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.
4
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.
5
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.
6
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.
7
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.
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Bartel, Kenneth Cyril, and res cand@acu edu au. "Leadership in a Lutheran School: an Exploration of principal and school pastor worldviews and their potential impact on the transformation of the school learning community." Australian Catholic University. School of Educational Leadership, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp43.29082005.
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This ethnomethodological study focuses on the worldviews of Lutheran school principals and pastors. Essentially, these leaders in a Lutheran school provide direction and vision for the school learning community. The degree to which their worldviews coalesce will naturally result in positive or negative influences on the whole school community. These leaders within the Lutheran school can be seen as a hub for all kinds of learning experiences and interaction in the context of vital Christian communities in mission outreach and quality education. Any dissonance of worldview has potential for impact on school processes and relationships. The Lutheran Church has defined the role of the pastor in the school and the difference from his role in a congregation (Lutheran Church of Australia, 2002). Lutheran principals have a delegated authority from their school councils to be responsible for the complete oversight of the school’s direction, the observance of policies, and the assignment of tasks and duties of staff. The blurring of responsibility occurs over the pastor’s rightful responsibility in regards to a word and sacrament ministry. In a Lutheran school where the Gospel is to inform all learning, such tension can cloud school dynamics and transformation. The Lutheran church policy, Relative responsibilities of pastor and principal within the Lutheran school, identifies three critical areas of required mutual respect for the Principal and School Pastor: theological, professional and personal (Lutheran Church of Australia, 2001, p. 3). Thus, the ‘worldview’ dimensions considered in this research centre around the theological, the educational and the interpersonal domains. The school transformation themes of lifelong learning, postmodernism and curriculum, school organization and change, and school community relationships are used to challenge worldview dimensions of Principals and School Pastors through a series of online ‘stories’, or scenarios, backed by personal interviews and a document study. The identification of school leadership tension points brings about recommendations for action.
12
Battams, Craig. "Church and school as community: an ecclesiological study of the relationship between the Adelaide Catholic Archdiocese and its secondary schools." 2002. http://arrow.unisa.edu.au:8081/1959.8/58168.
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This thesis is an applied ecclesiological study of the relationship between the Adelaide Catholic Church and its secondary schools. The specific focus is on the interplay between theological confession and historical reality. The theological confession with which I have been concerned is the understanding that the church is a community. The Archdiocese of Adelaide has been described as a community of people called into mission in and for the world. Catholic schools have also been regularly described as communities that exist within the wider church community. This study has examined how and to what extent this theological confession has informed and been informed by the contemporary historical reality of Adelaide's Catholic secondary schools and their relationship with the local church.
13
Cappello, Anthony. "Italian Australians, the church, war and fascism in Melbourne, 1919-1945." Thesis, 1999. https://vuir.vu.edu.au/15381/.
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There is no doubt that the Irish have played a
major part in Australian Catholic Church history, but I question the notion that they have been the only
contributor to the Australian Catholic Church in Australia.
Numerous Australian Catholic Church histories fail to acknowledge the Italian contribution at all. It comes as no surprise that none of the Australian Catholic Church histories(written to date) do not mention the Italian Jesuit fathers who were chaplains to the Italians in Melbourne,
Vincenzo de Francesco (1921-1934) and Ugo (Hugh) Modotti (1938-1945) and their influence in the life of the Catholic Church during 1919 to 1945. Those who do write about the Italian contribution begin their assessment after the Second World War and regard the Italians as latecomers. Yet, the evidence illustrates that there is sufficient data to demonstrate that there was an Itahan contribution before the end of the Second World War. In fact, there is considerable evidence revealed in this thesis that the Italian
contribution was not only important but also crucial in changing the nature of the Australian church from its predominately Irish beginnings.I n the years 1919-1945 there was a world war, there were fascists, communists and movements such as the Campion Society and Catholic Action, internments, major Episcopal changes, escaped POWs and
American secret agents, and associated in all of these areas was the Italian community, particularly its chaplains. This thesis argues that the Italian contribution to Australian Catholic history during the years 1919- 1945 cannot remain merely a footnote or a paragraph.
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LeRoy, Doris. "Anglicanism, anti-communism and Cold War Australia." Thesis, 2010. https://vuir.vu.edu.au/15992/.
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The influence of the Anglican Church within Australia during the 1950s has received insufficient historical analysis, especially given its predominant numerical strength amongst Australian churches at that time. This thesis will rectify that oversight. The Anglican Communion worldwide exerted a singular ability to sway its adherents to follow the resolutions of the Lambeth Conferences, which were attended by the international hierarchy. Australian archbishops and bishops closely adhered to the deliberations of the Lambeth Conference in 1948. Subsequently, the Communion, under the leadership of Archbishop Fisher, adopted a decidedly conservative and anti-communist stance. The visits of Dean Hewlett Johnson, Queen Elizabeth II and Dr Billy Graham throughout the 1950s saw the reinforcement of that stance. The next Lambeth Conference, in 1958, displayed a realisation that some form of negotiation with the communist nations was necessary to circumvent nuclear war. It will be demonstrated that the hierarchy of the Anglican Church in Australia, and that of some laity, did not support this understanding. The thesis also traces, through church papers and observations of clergy, the increasingly close relationship between the Episcopal Church in America and the Australian church. By the end of the 1950s, the significant challenges faced by the Anglican Church had resulted in a diminution of its influence and numerical superiority, and a need to re-evaluate its position in Australian society.
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Jordan, Douglas. "The Trojan Dove? Intelllectual and Religious Peace Activism in the Early Cold War." Thesis, 2004. https://vuir.vu.edu.au/33988/.
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The formation of the Austrahan Peace Council (APC) in July 1949 was a direct challenge
to the Cold War ideology that was dominant in Australia at this time. Its advocacy of
peace and its support for international agreements between the major powers drew a
hostile reaction from almost every sector of Australian society. This thesis will examine
the political and historical context for the formation of the APC and the holding of its
first National Peace Congress, in Melbourne, in 1950. In particular, it will focus on the
involvement of the three key groups that were involved in the APC: the religious
activists, the independent activists, and the communist intellectuals. It will argue that
those involved in the APC were motivated by idealistic views, were not Stalin's
'stooges', and were genuinely committed to ending the very real threat of a nuclear war.