Log in

Relevant bibliographies by topics / Religious education in Australia / Journal articles

Journal articles on the topic 'Religious education in Australia'

To see the other types of publications on this topic, follow the link: Religious education in Australia.

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Religious education in Australia.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Babie, Paul. "Religious Freedom and Education in Australian Schools." Laws 10, no. 1 (January 30, 2021): 7. http://dx.doi.org/10.3390/laws10010007.

Full text

Abstract:

This article examines the constitutional allocation of power over primary and secondary education in Australia, and the place of and protection for freedom of religion or belief (FoRB) in Australian government and religious non-government schools. This article provides both an overview of the judicial treatment of the constitutional, legislative, and common law protection for FoRB and a consideration of emerging issues in religious freedom in both government and religious non-government schools, suggesting that the courts may soon be required to provide guidance as to how the available protections operate in both settings.

APA, Harvard, Vancouver, ISO, and other styles

2

Mayrl, Damon. "How Does the State Structure Secularization?" European Journal of Sociology 56, no. 2 (August 2015): 207–39. http://dx.doi.org/10.1017/s0003975615000119.

Full text

Abstract:

AbstractWhy do similar modern nations accord religion different roles in their public institutions? This paper engages this question by examining trends in religious instruction in the public schools of the United States and Australia from 1850 to 1950. I find that American education secularized farther and faster than Australian education because of its decentralized system of educational administration. In the United States, decentralized educational administration facilitated challenges to religious exercises by religious minorities, fostered professional development among educators, and allowed novel educational practices oriented in new educational theories rather than religion to spread. In Australia, by contrast, centralized state control over education insulated majoritarian religious exercises from minority criticism, suppressed professional development, and helped maintain traditional educational practices that sustained religious instruction. The state thus has both mediating and constitutive effects on secularization, a finding which opens new directions for research into the dynamics of secularization.

APA, Harvard, Vancouver, ISO, and other styles

3

Jackson, Stephen James. "“Not in the business of indoctrination”: religious education in South Australian public schools, 1968–1980." History of Education Review 49, no. 2 (October 16, 2020): 249–62. http://dx.doi.org/10.1108/her-01-2020-0006.

Full text

Abstract:

PurposeThis paper explores religious education (RE) in South Australia from 1968–1980. It focuses especially on the collapse of the RE settlement from 1968–1972 and the controversial legislation and subsequent curricula emerging from changes to the Education Act in 1972.Design/methodology/approachThis paper draws upon archival materials, published sources from the South Australian Institute of Teachers, the South Australian Education Department and the Religious Education Project Team, as well as an interview with Malcolm McArthur, one of the most influential figures in the controversy.FindingsFollowing the collapse of religious instruction from 1968–1972, the Minister of Education quickly passed legislation regarding a new course of religious education. A major controversy subsequently broke out over the appropriateness and design of a new programme of religious education. Educators attempted to design an educationally sound programme of RE that would avoid the problem of indoctrination. Ultimately, a new programme was created that satisfied neither proponents nor opponents of religion in state schools, and General Religious Teaching gradually faded from South Australian classrooms by 1980.Originality/valueThe article engages with broader debates on the nature of secularity in Australian history. In particular, it complicates the political-institutional approach developed by Damon Mayrl by stressing the agency and significance of elite educational and religious actors in the creation of new secular settlements. It also provides a useful addition to an older South Australian historiography by utilising newly available sources on the topic.

APA, Harvard, Vancouver, ISO, and other styles

4

A.V., Shevchuk. "TEACHING SUBJECTS OF RELIGIOUS DIRECTION IN AUSTRALIAN SCHOOLS WITHIN SECOND PART OF XX CENTURY." Collection of Research Papers Pedagogical sciences, no. 91 (January 11, 2021): 23–28. http://dx.doi.org/10.32999/ksu2413-1865/2020-91-3.

Full text

Abstract:

The article contains general review of the state of Australian education in context of teaching subjects of religious direction; historical review of system of education is done, since the times of land settlement of the continent; key changes that happened in Australian society regarding reinterpretation of the place of subjects of spiritual direction in the educational state program were highlighted. Key reasons the caused the transformation of understanding of importance of teaching religion in state educational establishments are defined and described, these are demographical changes that happened in Australian society after the World War II and eventually led to necessity of upbringing the ability of understanding and respect of citizens towards the representatives of different beliefs and values, forming cultural pluralism in pupils of these schools, which is the determinative feature and demand towards democratic society and transformation from catechistic approaches towards pedagogical approaches in teaching subjects of spiritual upbringing, which had its main feature in forming the pupil’s ability to manifest positive influence of religion for the development of the society; to understand peculiarities of basic church traditions and educate tolerance and sense of respect for all religions as representatives and providers of all-human values. Result of rethinking by Australian society for the important role of religion for the democratic development of the state is indicated, which led to the practice of studying according subjects of spiritual direction in state schools, having given for the pupils the chance to receive knowledge and abilities as result of studying miscellaneous religious beliefs. The review is done regarding opportunities and conditions for teaching religion in educational establishments of Australia by representatives of religious confessions; principles of choice of the content of program of subject of spiritual direction and criteria for its estimation by school administration and also the keeping of democratic rights of parents and pupils, that content the freedom of choice towards of subjects of this kind are noted. The article contains the presumption that the experience of teaching subjects of spiritual direction can be valuable for Ukrainian education at modern stage of its development in the context of value-directed education of pupils of secondary schools.Key words: Australia, religious education, democracy, multi-confession, multi-culture, cultural pluralism, state schools, teaching religion, catechistic approaches, pedagogical approaches.

APA, Harvard, Vancouver, ISO, and other styles

5

A.V., Shevchuk. "TEACHING SUBJECTS OF RELIGIOUS DIRECTION IN AUSTRALIAN SCHOOLS WITHIN SECOND PART OF XX CENTURY." Collection of Research Papers Pedagogical sciences, no. 91 (January 11, 2021): 23–28. http://dx.doi.org/10.32999/ksu2413-1865/2020-91-3.

Full text

Abstract:

The article contains general review of the state of Australian education in context of teaching subjects of religious direction; historical review of system of education is done, since the times of land settlement of the continent; key changes that happened in Australian society regarding reinterpretation of the place of subjects of spiritual direction in the educational state program were highlighted. Key reasons the caused the transformation of understanding of importance of teaching religion in state educational establishments are defined and described, these are demographical changes that happened in Australian society after the World War II and eventually led to necessity of upbringing the ability of understanding and respect of citizens towards the representatives of different beliefs and values, forming cultural pluralism in pupils of these schools, which is the determinative feature and demand towards democratic society and transformation from catechistic approaches towards pedagogical approaches in teaching subjects of spiritual upbringing, which had its main feature in forming the pupil’s ability to manifest positive influence of religion for the development of the society; to understand peculiarities of basic church traditions and educate tolerance and sense of respect for all religions as representatives and providers of all-human values. Result of rethinking by Australian society for the important role of religion for the democratic development of the state is indicated, which led to the practice of studying according subjects of spiritual direction in state schools, having given for the pupils the chance to receive knowledge and abilities as result of studying miscellaneous religious beliefs. The review is done regarding opportunities and conditions for teaching religion in educational establishments of Australia by representatives of religious confessions; principles of choice of the content of program of subject of spiritual direction and criteria for its estimation by school administration and also the keeping of democratic rights of parents and pupils, that content the freedom of choice towards of subjects of this kind are noted. The article contains the presumption that the experience of teaching subjects of spiritual direction can be valuable for Ukrainian education at modern stage of its development in the context of value-directed education of pupils of secondary schools.Key words: Australia, religious education, democracy, multi-confession, multi-culture, cultural pluralism, state schools, teaching religion, catechistic approaches, pedagogical approaches.

APA, Harvard, Vancouver, ISO, and other styles

6

Chia, Joy. "Intercultural interpretations: making public relations education culturally relevant." Journal of University Teaching and Learning Practice 6, no. 1 (January 1, 2009): 46–56. http://dx.doi.org/10.53761/1.6.1.5.

Full text

Abstract:

Public relations educators delivering courses to international students find that each cohort of students interprets and understands public relations theory and its application to practice according to their respective cultures. The premise of this paper is to reflect on some of the interpretations and expectations of public relations students enrolled in postgraduate master classes from 2003 to 2007 in Singapore, Malaysia and Australia, at the University of South Australia. The Australian masters’ classes include cohorts of international students from diverse cultures. This paper suggests that public relations educators need to adapt their style of delivery and methods of assessment to facilitate optimum engagement of diverse groups of students taking account their varied political, religious and social backgrounds that shape their thinking and perception of public relations theory and practice.

APA, Harvard, Vancouver, ISO, and other styles

7

Buchanan, Michael T. "Sustaining School Based Religious Education Leadership." Discourse and Communication for Sustainable Education 9, no. 2 (December 1, 2018): 68–78. http://dx.doi.org/10.2478/dcse-2018-0015.

Full text

Abstract:

Abstract The number of people applying for school based religious education leadership positions is scarce in most regions throughout Australia as well as other geographical regions. Drawing on the insights from key stakeholders associated with religious education leadership in schools this qualitative study aimed to identify factors which militated against sustaining school based religious education leadership. This paper reports on the findings emanating from the study and proceeds to outline practical solutions that may contribute to attracting and sustaining future generations of religious education leaders. The key factors impacting on the sustainability of religious education leaders include feelings of disconnection, excessive demands associated with the role and a lack of structural support. Practical recommendations are outlined to contribute to sustaining school based religious education leadership. The recommendations include a review of teacher appraisal processes, equity in terms of industrial conditions and the inclusion of middle leadership positions that support the leader.

APA, Harvard, Vancouver, ISO, and other styles

8

Jackson, Stephen. "Religious Education and the Anglo-World." Brill Research Perspectives in Religion and Education 2, no. 1 (March 25, 2020): 1–98. http://dx.doi.org/10.1163/25895303-12340003.

Full text

Abstract:

Abstract Focusing on Australia, Canada, and New Zealand, “Religious Education and the Anglo-World” historiographically examines the relationship between empire and religious education. In each case the analysis centres on the foundational moments of publicly funded education in the mid- to late-nineteenth centuries when policy makers created largely Protestant systems of religious education, and frequently denied Roman Catholics funding for private education. Secondly, the period from 1880 to 1960 during which campaigns to strengthen religious education emerged in each context. Finally, the era of decolonisation from the 1960s through the 1980s when publicly funded religious education was challenged by the loss of Britishness as a central ideal, and Roman Catholics found unprecedented success in achieving state aid in many cases. By bringing these disparate national literatures into conversation with one another, the essay calls for a greater transnational approach to the study of religious education in the Anglo-World.

APA, Harvard, Vancouver, ISO, and other styles

9

Mayrl, Damon. "Administering Secularization: Religious Education in New South Wales since 1960." European Journal of Sociology 52, no. 1 (April 2011): 111–42. http://dx.doi.org/10.1017/s000397561100004x.

Full text

Abstract:

AbstractThis paper examines the development of religious education policy in the government schools of New South Wales (Australia) since 1960. The New South Wales religious education curriculum features three components: (1) teacher-led “general religious education” (gre); (2) right-of-entry denominational instruction provided by visiting clergy (“special religious education”, or sre); and (3) occasional additional devotional exercises such as hymns and prayers. Between 1960 and 1980, this system underwent a partial secularization. gre was transformed from a straightforward course in Christianity built around government-produced Scripture readers to a flexible curricular component built around the academic study of multiple religions. At the same time, sre was strengthened and had its position in the curriculum secured; and devotional exercises were allowed to continue only in those settings where they formed an “appropriate” match with the community. I find that “secularizing” reforms were most consistently driven by teachers and administrators with practical motives: avoiding controversy, improving working conditions, and facilitating class management. This finding both challenges and complements recent works that interpret secularization as a political process driven by politicians and professionals primarily interested in enhancing their power or prestige at the expense of religious actors.

APA, Harvard, Vancouver, ISO, and other styles

10

Dixon, Cynthia K. "There is an Appetite for Religious Studies: Religious Education in the Public Domain." Journal of Christian Education os-43, no. 1 (April 2000): 29–40. http://dx.doi.org/10.1177/002196570004300106.

Full text

Abstract:

Arriving in Western Australia in the early 1970s interest in Religious Education and Christian family nurture ensured that Cynthia Dixon would soon meet Brian Hill, and their families develop friendships. Mutual interest in the ministries of Scripture Union. The Churches Commission on Education, the development of curriculum in Religious Studies and, latterly, the development of a Values Framework have led to joint membership of numerous committees. “As two rather isolated voices in our respective universities,” Cynthia comments. “I always found Brian a constant support and inspiration, willing to offer his expertise to course development.” Brian's willingness to supervise Cynthia's doctoral study in the 1980s was a privilege for her, too.

APA, Harvard, Vancouver, ISO, and other styles

11

Byrne, Cathy Jane. "Religious Education, Social Inclusion and Interreligious Literacy in England and Australia." Journal for the Academic Study of Religion 27, no. 2 (July 1, 2014): 153–77. http://dx.doi.org/10.1558/jasr.v27i2.153.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Keskin, Zuleyha, and Mehmet Ozalp. "Islamic Studies in Australia’s Universities." Religions 12, no. 2 (February 1, 2021): 99. http://dx.doi.org/10.3390/rel12020099.

Full text

Abstract:

Islamic studies is an in-demand discipline area in Australia, including both classical Islamic studies and contemporary Islamic studies. While the field of classical Islamic studies has evolved over the centuries alongside the needs of the societies it serves, it has, nevertheless, remained within a well-established Islamic framework. This type of knowledge is sought by many, especially Muslims. Contemporary Islamic studies also plays a critical role in understanding Islam and Muslims in the contemporary context. The higher education sector in Australia contributes to this knowledge base via the Islamic studies courses it offers. This article discusses the positioning of the higher education sector in fulfilling Islamic educational needs, especially in the presence of other non-accredited education institutions such as mosques and madrasas. Despite the presence of other educational institutions, the higher educational sector appeals to a large pool of students, as evidenced by the number of Islamic studies courses offered by fourteen Australian universities. The teaching of classical Islamic studies in the higher education sector is not without its challenges. These challenges can be overcome and have been overcome to a large degree by the Centre for Islamic Studies and Civilisation (CISAC), Charles Sturt University (CSU). CISAC was used as a case study, as it is the largest Islamic studies department offering the greatest number of classical Islamic studies focused courses with the highest number of Islamic studies students in Australia. This article, overall, demonstrates that there is an ongoing need for Islamic studies to be taught, both in a classical and contemporary capacity, in the higher education sector.

APA, Harvard, Vancouver, ISO, and other styles

13

Dorahy, Martin J., John F. Schumaker, B. Krishnamurthy, and Pramod Kumar. "Religious Ritual and Dissociation in India and Australia." Journal of Psychology 131, no. 5 (September 1997): 471–76. http://dx.doi.org/10.1080/00223989709603534.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Chapman, Anne, and Tom O'Donoghue. "The recruitment of religious as teachers: a case study from 1960s Australia." Cambridge Journal of Education 37, no. 4 (December 2007): 561–77. http://dx.doi.org/10.1080/03057640701706078.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

O’Donoghue, Tom, and Stephanie Burley. "God's antipodean teaching force: An historical exposition on Catholic teaching religious in Australia." Teaching and Teacher Education 24, no. 1 (January 2008): 180–89. http://dx.doi.org/10.1016/j.tate.2006.10.011.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Hughes, Linda. "Multiculturalism: How Far Can Australia Go?" Journal of Christian Education os-40, no. 3 (September 1997): 17–25. http://dx.doi.org/10.1177/002196579704000305.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Dixon, Cynthia K. "The Saga of Religious Education in Western Australia: Part I: A Cautionary Tale." Journal of Christian Education os-34, no. 2 (June 1991): 17–28. http://dx.doi.org/10.1177/002196579103400204.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Dixon, Cynthia K. "The Saga of Religious Education in Western Australia: Part II: An Encouraging Tale." Journal of Christian Education os-35, no. 2 (June 1992): 27–39. http://dx.doi.org/10.1177/002196579203500203.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Holm, Neil. "Forging a Cosmopolitan Australia: Multiculturalism and Education in the ‘Nineties." Journal of Christian Education os-40, no. 3 (September 1997): 49–64. http://dx.doi.org/10.1177/002196579704000308.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Fiocco, Anna. "Is Australia Becoming an Epi-Faith Society?" Journal of Christian Education os-29, no. 3 (December 1986): 7–14. http://dx.doi.org/10.1177/002196578602900303.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Clements, Jill. "Chaplaincy in the State Schools of Western Australia." Journal of Christian Education os-48, no. 1 (May 2005): 19–24. http://dx.doi.org/10.1177/002196570504800104.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Graham, John D. "Daring to engage: religious and spiritual formation of lay Catholic educators in Australia." International Studies in Catholic Education 3, no. 1 (March 2011): 25–39. http://dx.doi.org/10.1080/19422539.2011.540138.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Clyne, Michael. "Bilingual Education—What can We Learn from the Past?" Australian Journal of Education 32, no. 1 (April 1988): 95–114. http://dx.doi.org/10.1177/000494418803200106.

Full text

Abstract:

This paper shows that bilingual education has a long tradition in Australia. In the 19th century, primary and secondary schools operating German-English, French-English or Gaelic-English programs, or ones with a Hebrew component, existed in different parts of Australia. The most common bilingual schools were Lutheran rural day schools but there were also many private schools. They believed in the universal value of bilingualism, and some attracted children from English-speaking backgrounds. Bilingual education was for language maintenance, ethno-religious continuity or second language acquisition. The languages were usually divided according to subject and time of day or teacher. The programs were strongest in Melbourne, Adelaide and rural South Australia and Victoria. In Queensland, attitudes and settlement patterns led to the earlier demise of bilingual education. The education acts led to a decline in bilingual education except in elitist girls or rural primary schools and an increase in part-time language programs. Bilingual education was stopped by wartime legislation. It is intended that bilingualism can flourish unless monolingualism is given special preference.

APA, Harvard, Vancouver, ISO, and other styles

24

Andersen, William E. "Brian V. Hill: A Prophet in Education." Journal of Christian Education os-43, no. 1 (April 2000): 63–70. http://dx.doi.org/10.1177/002196570004300111.

Full text

Abstract:

Bill Andersen met Brian Hill at the first Scripture Union beach mission held in Western Australia in January. 1954. When Brian arrived in Sydney in 1961 to assume the position of travelling secretary for the Inter School Christian Fellowship, Bill worked closely with him and Margaret Heideman (later to marry Brian). Bill compared notes with Brian on the latter's M.A. thesis; and they were linked later by editorial efforts for this journal. They have also been examiners for some of their respective students' theses.

APA, Harvard, Vancouver, ISO, and other styles

25

Diallo, Ibrahima. "Attitudes of Australian Muslims and Australian Wider Community Towards Muslim Institutions." TARBIYA: Journal of Education in Muslim Society 4, no. 1 (June 7, 2017): 1–12. http://dx.doi.org/10.15408/tjems.v4i1.5830.

Full text

Abstract:

Abstract Islamic (community) schools and mosques are extremely important sites for religious education, language and culture maintenance and religious rituals and practices for a large number of Muslim Australians, These institutions remained significant and symbolic of Islamic identities despite rampant anti-Muslim sentiments: attacks and threats against Muslim institutions (mosques and Islamic schools) and individual members of the Muslim community and negative media portrayal. Despite these hostilities and tensions, a case study conducted in Adelaide and Darwin shows that the Muslim community holds the view that the attitudes of Australian wider community toward their institutions are mixed with more positive than negative attitudes for which they blamed the media. Abstrak Beberapa sekolah (komunitas) dan tempat peribadatan Islam merupakan bagian yang sangat penting untuk pendidikan keagamaan, pelestarian bahasa dan budaya, dan praktik keagamaan bagi hampir semua masyarakat muslim di Australia. Beberapa Rutinitas seperti ini masih signifikan dan menjadi simbol identitas bagi seorang muslim terlepas dari sikap sentimentil terhadap kaum muslim yang merajalela: seperti serangan dan ancaman terhadap institusi muslim (masjid dan sekolah islam), individu muslim itu sendiri dan penggambaran negatif terhadap islam itu sendiri. Terkait permusuhan dan ketegangan yang sedang terjadi saat ini, sebuah studi kasus yang dilakukan di Adelaide, dan Darwin mengemukakan bahwa komunitas muslim masih berpandangan bahwa sikap masyarakat Australia secara luas terhadap institusi mereka bercampur dengan sikap yang lebih positif daripada sikap negatif dari apa yang ditujukan oleh media. How to Cite : Dialo, I. (2017). Attitudes of Australian Muslims and Australian Wider Community Towards Muslim Institutions. TARBIYA: Journal of Education in Muslim Society, 4(1), 1-12. doi:10.15408/tjems.v4i1. 5830. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v4i1.5830

APA, Harvard, Vancouver, ISO, and other styles

26

Young, Peter. "Series on Church and State Church and State in the Legal Tradition of Australia." Journal of Anglican Studies 1, no. 2 (December 2003): 92–118. http://dx.doi.org/10.1177/174035530300100207.

Full text

Abstract:

ABSTRACTThe relationship between church and state in Australia has been examined on many occasions, though principally by historians and theologians. This article examines how the legislature and courts of Australia have handled problems where there has been a conflict at the interface between secular and religious interests. The article deals with constitutional issues, conflict in education, in town planning and taxation as well as considering what we really mean by ‘church’ and ‘state’ in this context and how problems might manifest themselves in the twenty-first century.

APA, Harvard, Vancouver, ISO, and other styles

27

Evans, Michael S. "Secular Conversions: Political Institutions and Religious Education in the United States and Australia, 1800–2000." Contemporary Sociology: A Journal of Reviews 46, no. 6 (October 27, 2017): 695–96. http://dx.doi.org/10.1177/0094306117734868z.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Kokosalakis, Nikos. "Secular Conversions: Political Institutions and Religious Education in the United States and Australia, 1800–2000." Journal of Contemporary Religion 33, no. 2 (May 4, 2018): 363–64. http://dx.doi.org/10.1080/13537903.2018.1473215.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Newman, Barry. "Book Review: Evolution in the Antipodes: Charles Darwin and Australia." Journal of Christian Education os-52, no. 2 (September 2009): 78–80. http://dx.doi.org/10.1177/002196570905200208.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Askew, Mark J. "The idea of Catholic curriculum and curriculum reform in Australia." International Studies in Catholic Education 5, no. 1 (March 2013): 53–67. http://dx.doi.org/10.1080/19422539.2012.754588.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Parker, David D. "Theological and Bible College Education in Australia: An Evangelical Perspective. 1. Historical Development." Journal of Christian Education os-29, no. 2 (July 1986): 5–18. http://dx.doi.org/10.1177/002196578602900202.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Parker, David D. "Theological and Bible College Education in Australia: An Evangelical Perspective. 2. Contemporary Trends." Journal of Christian Education os-29, no. 3 (December 1986): 29–40. http://dx.doi.org/10.1177/002196578602900306.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Davies, Tanya. "Religious education and social literacy: the ‘white elephant’ of Australian public education." British Journal of Religious Education 41, no. 2 (May 8, 2017): 124–33. http://dx.doi.org/10.1080/01416200.2017.1324758.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Rymarz, Richard, and John Graham. "Australian core Catholic youth, Catholic schools and religious education." British Journal of Religious Education 28, no. 1 (January 2006): 79–89. http://dx.doi.org/10.1080/01416200500273745.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Garaty, Janice, Lesley Hughes, and Megan Brock. "Seeking the voices of Catholic Teaching Sisters: challenges in the research process." History of Education Review 44, no. 1 (June 1, 2015): 71–84. http://dx.doi.org/10.1108/her-03-2014-0022.

Full text

Abstract:

Purpose – The purpose of this paper is to encourage historical research on the educational work of Catholic Sisters in Australia which includes the Sisters’ perspectives. Design/methodology/approach – Reflecting on the experiences of research projects which sought Sisters’ perspectives on their lives and work – from archival, oral and narrative sources – the authors discuss challenges, limitations and ethical considerations. The projects on which the paper is based include: a contextual history of a girls’ school; a narrative history of Sisters in remote areas; an exploration of Sisters’ social welfare work in the nineteenth century, and a history of one section of a teaching order from Ireland. Findings – After discussing difficulties and constraints in accessing convent archives, issues in working with archival documents and undertaking a narrative history through interviews the authors suggest strategies for research which includes the Sisters’ voices. Originality/value – No one has written about the processes of researching the role of Catholic Sisters in Australian education. Whilst Sisters have been significant providers of schooling since the late nineteenth century there is a paucity of research on the topic. Even rarer is research which seeks the Sisters’ voices on their work. As membership of Catholic women’s religious orders is diminishing in Australia there is an urgent need to explore and analyse their endeavours. The paper will assist researchers to do so.

APA, Harvard, Vancouver, ISO, and other styles

36

Simpson, Steve, Christine Clifford, Kaz Ross, Neil Sefton, Louise Owen, Leigh Blizzard, and Richard Turner. "Sexual health literacy of the student population of the University of Tasmania: results of the RUSSL Study." Sexual Health 12, no. 3 (2015): 207. http://dx.doi.org/10.1071/sh14223.

Full text

Abstract:

Background Evidence suggests a varied level of sexual health literacy (SHL) among university student populations, so we evaluated the SHL among students at the University of Tasmania. Methods: Students were invited to complete an anonymous online questionnaire during August/September 2013. SHL was assessed using the ARCSHS National Survey of Australian Secondary Students & Sexual Health (ARC) and the Sexual Health Questionnaire (SHS). Predictors of literacy scores were evaluated by linear regression. Results: The study recruited 1786 participants (8.2% of 2013 student population), of similar composition to the general university population. Female sex, older age, sexual education, and sexual experience were significant predictors of SHL. As hypothesised, students in medical/nursing disciplines had the highest SHL. Less expected were the significant differences by birthplace and religious affiliation, many of which persisted on adjustment for confounders. Compared with Australian/New Zealander students, overseas-born students had significantly lower ARC (–3.6%, P < 0.001) & SHS (–4.2%, P < 0.001); this was driven by Malaysian, Indian, and Chinese students. Compared with agnostic/atheist-identifying students, those of Buddhist (ARC: –5.4%, P = 0.014; SHS: –6.7%, P = 0.002), Hindu (ARC: –8.8%, P = 0.098; SHS: –12.2%, P = 0.027), Muslim (ARC: –16.5%, P < 0.001; SHS: –13.4%, P = 0.001) and Protestant (ARC: –2.3%, P = 0.023; SHS: –4.4%, P < 0.001) identifications had markedly lower SHL. Conclusions: This study, one of the first among university students in Australia, found a varied SHL by sex, age, sexual education and sexual experience, as well as by birthplace and religious affiliation. These findings have applications in orientation and education programs at Australian universities.

APA, Harvard, Vancouver, ISO, and other styles

37

Martin, David. "Damon Mayrl, Secular Conversions: Political Institutions and Religious Education in the United States and Australia, 1800–2000." Theology 121, no. 2 (February 23, 2018): 148–49. http://dx.doi.org/10.1177/0040571x17740541u.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Parker, Lyn, and Chang-Yau Hoon. "Secularity, Religion and the Possibilities for Religious Citizenship." Asian Journal of Social Science 41, no. 2 (2013): 150–74. http://dx.doi.org/10.1163/15685314-12341296.

Full text

Abstract:

Abstract Scholarly predictions of the secularization of the world have proven premature. We see a heterogeneous world in which religion remains a significant and vital social and political force. This paper reflects critically upon secularization theory in order to see how scholars can productively respond to the, at least partly, religious condition of the world at the beginning of the twenty first century. We note that conventional multiculturalism theory and policy neglects religion, and argue the need for a reconceptualization of understanding of religion and secularity, particularly in a context of multicultural citizenship — such as in Australia and Indonesia. We consider the possibilities for religious pluralism in citizenship and for “religious citizenship”. Finally, we propose that religious citizenship education might be a site for fostering a tolerant and enquiring attitude towards religious diversity.

APA, Harvard, Vancouver, ISO, and other styles

39

Budi Hapsari, Twediana. "INDONESIAN MUSLIM WEBSITES PICTURING AUSTRALIA." Humanities & Social Sciences Reviews 7, no. 4 (October 6, 2019): 991–96. http://dx.doi.org/10.18510/hssr.2019.74135.

Full text

Abstract:

Purpose: The relations between the neighbors Indonesia and have become interesting over the last several decades. Methodology: We have shown the important role of blended learning in the maintenance and development of the subject-subject model of interaction between students and teachers. The implementation of subject-subject interaction was considered on the example of the discipline "General and professional pedagogy", the electronic course of which is presented on the Moodle platform. Result: As the largest religious group in Indonesia, Indonesian Muslims play significant roles in shaping public opinion within society. Since the Bali Bombing 2002, there has been intense attention devoted to Australia and Indonesian Muslim issues. This paper explains how five different Indonesian Muslim websites (Arrahmah.com; hti.com; dakwatuna.com; nu.or.id & republika.co.id) portrayed Australia from 2011 to 2013. Applications: This research can be used for the universities, teachers and education students. Novelty/Originality: The ‘up and down’ tension between the ‘up and down’ tension between these countries, is influenced not only by their governments but also their citizen’s perceptions, about the other country.

APA, Harvard, Vancouver, ISO, and other styles

40

Cross, Graeme, Glenda Campbell-Evans, and Jan Gray. "Beyond the assumptions: Religious schools and their influence on students’ social and civic development." International Journal of Christianity & Education 22, no. 1 (November 29, 2017): 23–38. http://dx.doi.org/10.1177/2056997117742172.

Full text

Abstract:

Are religious schools fit to prepare students with the social competencies required for life in a pluralistic society, or do they offer a sheltered school experience, which deprives them of adequate socialization opportunities? This question has emerged in public discourse in response to the growing presence of religious schools in many western democracies, including Australia, where their growth has been prolific in the past 30 years. In this article, the tensions around the place of religion within Australia’s education system and the adequacy of religious schools to prepare students to contribute to the nation’s social cohesion and pluralistic workplaces are investigated.

APA, Harvard, Vancouver, ISO, and other styles

41

Muhammad Abdullah, Mohammad Abdalla, and Robyn Jorgensen. "Towards the Formulation of a Pedagogical Framework for Islamic Schools in Australia." ICR Journal 6, no. 4 (October 15, 2015): 509–32. http://dx.doi.org/10.52282/icr.v6i4.300.

Full text

Abstract:

During the last 30 years ‘Islamic’ or Muslim schools have sprung up in Europe, North America and Australia. Reasons for the establishment of these schools generally pertain to Islamic faith and quality of education. Parents desire their children to be positive participants in, and contributors to, society while at the same time maintaining their faith. However, a number of researchers question the effectiveness of Islamic schools in achieving these goals. Driessen and Merry (2006) and Walford (2002) note that matters of Islamic faith are mainly confined to formalities expressed as rules and codes and Qur’an recitation. Moes (2006) and Shamma (1999) express concern that formalisation of religious education leads to negative consequences. Often, these schools devote their energies to the ‘what’ and ‘why’ of Islam without the ‘how’. Memon (2007) proposes that to achieve the intents and purposes of Islamic education in a western context, teachers need to be guided by the pedagogical principles of the Islamic tradition in a fertile synthesis with the pedagogical principles of contemporary educational thought. Such a pedagogical framework would enable a curriculum to be embedded that is both faithful to Islamic principles and relevant to contemporary society. While there is some limited international research in this area, there is a dearth of research in the Australian context. This paper critically surveys and evaluates the existing research material and proposes a Prophetic Pedagogical Framework that may be used in a fertile synthesis with the Productive Pedagogies framework underpinning the Queensland public education system. It is contended that an Islamic extension of the Productive Pedagogies framework would have considerable value for the on-going quality of teaching in Australian Islamic schools.

APA, Harvard, Vancouver, ISO, and other styles

42

HUTCHINSON, MARK. "Religion and University Education in Australia: Debates Over the Introduction of Chaplaincies to Macquarie University." Journal of Religious History 17, no. 3 (June 1993): 351–68. http://dx.doi.org/10.1111/j.1467-9809.1993.tb00727.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Malone, Patricia. "The Language of Religious Education Curriculum in Australian Catholic Schools." British Journal of Religious Education 9, no. 3 (June 1987): 138–47. http://dx.doi.org/10.1080/0141620870090305.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Hughes, Philip. "Characteristics of religious knowledge among Australian students." International Journal of Children's Spirituality 12, no. 2 (August 2007): 137–47. http://dx.doi.org/10.1080/13644360701467436.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Pakulski, Jan, and Bruce Tranter. "Civic, national and denizen identity in Australia." Journal of Sociology 36, no. 2 (August 2000): 205–22. http://dx.doi.org/10.1177/144078330003600205.

Full text

Abstract:

Macro-social identities reflect the strength of social attachments (strong vs weak) and the objects-referents of such attachments (society vs nation). Three types of macro-social identities-civic, (ethno-) national and denizen-are distinguished and operationalised in Australia using national survey data (1995 ISSP). The largest proportion (38 per cent) of Australians embrace civic identity, an identity type most widespread among 'baby boomers', the tertiary educated and secular. Those who embrace the national identity form a sizeable minority (30 per cent), and are predominantly older, less educated and religious. Denizen identity characterises a small minority (6 per cent) of Australians who feel weakly attached to the country. The key issues dividing the adherents to civic and national identities are immigration and its socioeconomic consequences. Ethno-nationalists embrace neo-conservative rather than extremist attitudes, although their numbers may be declining in the wake of generational replacement, the education revolution and progressive secularisation.

APA, Harvard, Vancouver, ISO, and other styles

46

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

47

Fisher, John W. "Comparing Levels of Spiritual Well-being in State, Catholic and Independent Schools in Victoria, Australia." Journal of Beliefs & Values 22, no. 1 (April 2001): 99–105. http://dx.doi.org/10.1080/1361760120039284.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Robinson, Christine. "Young children’s spirituality: A focus on engaging with nature." Australasian Journal of Early Childhood 44, no. 4 (November 21, 2019): 339–50. http://dx.doi.org/10.1177/1836939119870907.

Full text

Abstract:

The mandated early childhood framework in Australia requires educators working in early childhood services to attend to children’s spirituality. Also, one of the five outcomes in this framework tasks educators with promoting children’s connectedness with and contribution to the world, including natural environments. In this paper I present findings from a qualitative investigation to determine educators’ understandings and practices around promoting young children’s spirituality in the context of religious childcare centres in Western Australia aligned with a focus on nature engagement. A social constructivist theoretical perspective with a phenomenological and interpretivist paradigm framed the research. Interview and observational data were collected and analysed through interpretative phenomenological analysis revealing that educators were able to articulate the connection between spirituality and engagement with nature in childhood. However, in practice, educators rarely offered opportunities for children to experience nature. Recommendations include the provision of professional development in the area of children’s spirituality and its connection with nature along with the creation of guidelines on pedagogical practices that afford children opportunities to engage with their spirituality through nature.

APA, Harvard, Vancouver, ISO, and other styles

49

Kılınç, Ramazan. "Secular Conversions: Political Institutions and Religious Education in the United States and Australia, 1800–2000, by DAMON MAYRL." Sociology of Religion 79, no. 1 (2018): 137–39. http://dx.doi.org/10.1093/socrel/srx065.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Lybeck, Eric Royal. "Secular conversions: political institutions and religious education in the United States and Australia, 1800–2000 by Damon Mayrl." History of Education 47, no. 4 (October 23, 2017): 583–85. http://dx.doi.org/10.1080/0046760x.2017.1390694.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!