By Gerald Grace
During this ground-breaking booklet, Gerald Grace addresses the dilemmas dealing with Catholic schooling in an more and more secular and consumer-driven tradition. The e-book combines an unique theoretical framework with study drawn from interviews with sixty Catholic secondary head lecturers from disadvantaged city parts. concerns mentioned comprise: *Catholic meanings of educational success*tensions among marketplace values and Catholic values*threats to the challenge integrity of Catholic schools*the non secular, ethical and social justice commitments of latest Catholic colleges This booklet may be both valuable to leaders of Catholic and different faculties and to all these drawn to values and management in education.
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Additional resources for Catholic Schools: Missions, Markets and Morality
733) What was not fully recognised was that considerable programmes of educational and professional reorientation of Catholic educators would be required if new forms of Catholic liberal education were to be realised in practice rather than simply in a new Vatican II discourse of schooling. While Gravissimum Educationis articulated a principle of openness for Catholic schooling, it, at the same time, articulated a principle of special concern for certain groups in the community: The sacred Synod earnestly exhorts the pastors of the Church and all the faithful to spare no sacrifice in helping Catholic schools to become increasingly effective, especially in caring for the poor, for those who are without the help and affection of family and those who do not have the Faith.
Such events were unprecedented within the English Catholic community and they made visible the limitations of clerical symbolic power when faced by the alliance of ‘strong state’ and ‘strong parentocracy’. Under the new education reforms and the new statutory powers of the 1980s and 1990s, the guardianship of the distinctive Catholic mission and ethos of a school had passed, in practice, from the bishops to empowered school governors and parents. The long-term implications of this shift in power for the future direction and nature of Catholic schooling were clearly of great potential significance.
Religious orders with an educational mission had a tendency to make their own decisions about what sort of Catholic schools they would provide and in what locations. This was irksome to the bishops who wanted to concentrate educational resources, in the first instance, on the provision of Catholic elementary schools in urban centres. While this early struggle was resolved in favour of the bishops (by an appeal to Rome), it has remained the case that the religious orders in education have continued to exercise forms of relative autonomy in their educational decision making which have impacted upon wider educational planning.