International Handbook of Learning, Teaching and Leading in Faith-Based Schools

The International Handbook on Learning, Teaching and Leading in Faith Based Schools is international in scope. It is addressed to policy makers, academics, education professionals and members of the wider community. The book is divided into three sections. (1) The Educational, Historical, Social and Cultural Context, which aims to: Identify the educational, historical, social and cultural bases and contexts for the development of learning, teaching and leadership in faith-based schools across a range of international settings; Consider the current trends, issues and controversies facing the provision and nature of education in faith-based schools; Examine the challenges faced by faith-based schools and their role and responses to current debates concerning science and religion in society and its institutions. (2) The Nature, Aims and Values of Education in Faith-based Schools, which aims to:   Identify and explore the distinctive philosophies, characteristics and guiding principles, values, concepts and concerns underpinning learning, teaching and leadership in faith-based schools; Identify and explore ways in which such distinctive philosophies of education challenge and expand different norms and conventions in their surrounding societies and cultures; Examine and explore some of the ways in which different conceptions within and among different religious and faith traditions guide practices in learning, teaching and leadership in various ways. (3) Current Practice and Future Possibilities, which aims to: Provide evidence of current educational practices that might help to inform and shape innovative and successful policies, initiatives and strategies for the development of quality learning, teaching and leadership in faith-based schools; Examine the ways in which theprofessional learning of teachers and educational leaders in faith- based settings might be articulated and developed; Consider the ways in which coherence and alignment might be achieved between key national priorities in education and the identity, beliefs, and the commitments of faith-based schools; Examine what international experience shows about the place of faith-based schools in culturally rich and diverse communities and the implications of faith-based schooling for societies of the future.

Table of Contents:
Introduction and Overview.- Learning, Teaching and Leading in Faith-Based Schools: Michael Reiss, Yusef Waghid, Sue McNamara and Judith Chapman.- Part 1 - The Educational, Historical, Social and Cultural Context of Faith-based Schooling: Section editor: Michael Reiss.- 1 The impact of faith-based schools on lives and on society: Policy implications: Charles Glenn.- 2 Values and values education: Challenges for faith schools: J. Mark Halstead.- 3 Church of England schools: Into the third century: Janina Ainsworth.- 4 Jewish schools and Britain: Emerging from the past, investing in the future: Helena Miller.- 5 Faith related schools in the United States: The current reality: Joseph O’Keefe and Michael O’Connor.- 6 Faith schools and religious diversity: The case of Muslim Schools: Farid Panjwani.- 7 Belief and cultural sustainability: The experiences of Jewish and Muslim schools in the UK: Marie Parker-Jenkins.- 8 Faith-based schools and the creationism controversy: The importance of the meta-narrative: Sylvia Baker.- 9 On the idea of non-confessional faith-based education: Michael Hand.- 10 Faith schools in England- the humanist critique: Andrew Copson.- 11 Shepherding and strength: Teaching evolution in American Christian schools: Lee Meadows.- 12 Challenges faced by faith-based schools with special reference to the interplay between science and religion: Michael Poole.- 13 Sex education and science education in faith- based schools: Michael Reiss.- Part II - Conceptions: The Nature, Aims and Values of Education in Faith-based Schools: Section editor: Yusef Waghid.- 14 Faith-based education and the notion of autonomy, common humanity and authenticity: In defense of a pedagogy of disruption: Yusef Waghid.- 15 The hermeneutical competence: How to deal with faith issues in a pluralistic religious context: Gé Speelman.- 16 A faith-based ideological school system in Israel: Between particularism and modernity: Zehavit Gross.- 17 Religious values and/or humanrights values? Curriculum making for an ethic of truths: Petro du Preez.- 18 Capturing green curriculum spaces in the maktab: Implications for environmental teaching and learning: Najma Mohamed.- 19 Towards a logic of dignity: Educating against gender-based violence: Juliana Claasens.- 20 Islamisation and Muslim independent schools in South Africa: Suleman Dangor.- 21 The nature, aims and values of Seventh-day Adventist Christian education: Philip Plaatjies.- 22 The Gülen philosophy of education and its application in a South African school: Yasien Mohamed.- 23 A teacher’s perspective on teaching and learning at a faith-based Muslim school in Cape Town: Omar Esau.- 24 Muslim women and cosmopolitanism: Reconciling the fragments of identity, participation and belonging: Nuraan Davids.- 25 Women, identity and religious education: a path to autonomy, or dependence? Nuraan Davids.- Part III - Current Practices and Future Possibilities: Section editors: Sue McNamara and Judith Chapman.- 26 The shaping of Ireland’s faith-based school system and the contemporary challenge to it: John Coolahan.- 27 Religious education in a time of globalization and pluralism: The example of the United States: Walter Feinberg.- 28 Classroom practice in a faith-based school: A tale of two levels: Paul Black.- 29 Faith- based schools in Japan: Paradoxes and pointers: Stuart Picken.- 30 Curriculum, leadership and religion in Singapore schools: How a secular government engineers social harmony and the ‘state interest’: Clive Dimmock, Hairon Salleh and Cheng Yong Tan.- 31 Critical fidelity and Catholic school leadership: John Sullivan.- 32 So who has the values? Challenges for faith-based schools in an era of values pedagogy: Terry Lovat and Neville Clement.- 33 Use of Islamic, Islamicised and National Curriculum in a Muslim faith school in England: Findings from an ethnographic study: Sadaf Rizvi.- 34 A mobile school- bringing education to migrant children in Goa, India: Marion deSouza.- 35 Religious Education in Japanese “Mission Schools”: A case study of Sacred Heart schools in Japan: Nozomi Miura.- 36 A systems approach to enhancing capacity of teachers and leaders in Catholic school communities to link learning, student wellbeing, values and social justice: Helen Butler, Bernadette Summers and Mary Tobin.- 37 Schools and families in partnership for learning in faith-based schools: Annie Mitchell, Judith Chapman, Sue McNamara and Marj Horne.- 38 Learning for leadership: An evidence based approach for leadership learning in faith- based schools: Michael Buchanan and Judith Chapman.- 39 Leading Australian Catholic schools: Lessons from the edge: Michael Gaffney.- 40 Faith-based non-government organizations and education in ‘post-new war societies’: Background, directions and challenges in leadership, teaching and learning: Tom O’Donoghue and Simon Clarke.

About the Author :
Professor Judith Chapman AM began her career as a teacher in secondary schools in Australia and Europe before undertaking post-graduate studies in the USA. She was formerly Dean of the Faculty of Education at Australian Catholic University (1998-2003), where she is currently Professor of Education and formerly Professor of Education and Associate Dean (Teaching and Learning) of the combined Faculties of Economics, Commerce, Education and Law at The University of Western Australia (1993-1998) and Director of the Centre for School Decision Making and Management at Monash University (1979-1993). From 2007 she spent periods of leave as a Visiting Fellow of St Edmunds College, Cambridge University. She has undertaken extensive research and consultancy for international and national authorities, including OECD, UNESCO, the World Bank, I.D.P. and the Australian Commonwealth Government. Her edited publications for Springer include: The Second International Handbook on Lifelong Learning (2012); Values Education and Lifelong Learning (2007); and Lifelong Learning, Participation and Equity (2006). Judith has been awarded a Member of the Order of Australia for services to Higher Education; she is a Fellow of the Australian College of Education; a Fellow of the Australian Council of Educational Leaders; and a Fellow of the Western Australian Institute of Educational Administration (of which she was formerly Patron). Sue McNamara is an Associate Professor in Education at Australian Catholic University. Commencing her higher education career with a PhD in educational technology and instructional design, Sue also has later post-graduate qualifications in management and higher education. Her research interests are in the areas of human mindset, holistic learning including families, community and learning technology; complexity, organisational /systems change and the qualitative research paradigm of narrative and story. Sue has worked in Higher Education for many years, in conjunction with teaching and research undertaking significant administrative roles ranging from co-ordination of multi-stream Masters degrees and multiple undergraduate pre-service courses to, more recently appointments as Head of a multi-campus school of education, and Campus Dean of a university campus. She has worked in several faculties and disciplines ranging from law to medicine and in higher education development. Her most recent research has been in the area of developing rural and regional partnerships and technology in pre-service regional and rural teacher education in higher education and in the exploration of family and community involvement in improving student learning. Her most recent publications include Romeo, G., Gronn, D, McNamara, S., & Teo, Y.H. (2013) Windows into Classrooms: Using ICT to facilitate regional rural and remote practicum and teacher professional learning. Australian Educational Computing 27(2), 46-50; Gronn, D. , Romeo, G., McNamara, S. & Teo, Y.H. (2013) Web Conferencing of pre-service teacher’s practicum in remote schools. Journal of Technology and Teacher Education 21(2) 247-271; and Chapman, J., McNamara, S., Mitchell, A. & Horne, M. (2103) Evaluation of Family School Partnerships: A System wide initiative in the implementation of Reform 2010-2012. Study and Report for the Catholic Education Commission of Victoria, Australia Michael J. Reiss is Pro-Director: Research and Development and Professor of Science Education at the Institute of Education, University of London, Honorary Visiting Professor at the Universities of Leeds and York and the Royal Veterinary College, Honorary Fellow of the British Science Association and of the College of Teachers, Docent at the University of Helsinki, Director of the Salters-Nuffield Advanced Biology Project and an Academician of the Academy of Social Sciences. Books of his include: Reiss, M. J. & White, J. (2013) An Aims-based Curriculum, IOE Press; Halstead, J. M. &Reiss, M. J. (2003) Values in Sex Education: From Principles to Practice, Routledge Falmer; Reiss, M. J. (2000) Understanding Science Lessons: Five Years of Science Teaching, Open University Press; Reiss, M. J. & Mabud, S. A. (Eds) (1998) Sex Education and Religion, The Islamic Academy and Reiss, M. J. & Straughan, R. (1996). Improving Nature? The Science and Ethics of Genetic Engineering, Cambridge University Press. For further information see www.reiss.tc. Yusef Waghid is Professor of Philosophy of Education at Stellenbosch University, South Africa. His research is in the areas of ethics, politics and religion in relation to philosophy of education. His most recent publications include Conceptions of Islamic education: Pedagogical framings (New York: Peter Lang, 2011), Citizenship, education and violence: On disrupted potentialities and becoming (co-authored, Rotterdam/Boston/Tapei, 2013,) African philosophy of education reconsidered: On being human (London: Routledge, 2014) and Pedagogy out of bounds: Untamed variations of democratic education (Rotterdam/Boston/Tapei, 2014).

Review :
From the book reviews: “Every dimension of this handbook speaks to its breadth and depth. At 670 pages, it is truly encyclopedic. … The editors are clear about their wish to conduct a rigorous analysis of historical developments in faith-based education, to cast it as a work in progress, and to explore what the future may hold. Without a doubt, they have accomplished this goal. … researchers and libraries should purchase International Handbook of Learning, Teaching and Leading in Faith-Based Schools.” (Ken Badley, Journal of Education and Christian Belief, Vol. 18 (2), 2014)