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<p>This paper synthesises findings from five small studies seeking to explore the perceptions of individuals engaged in interreligious learning and teaching to uncover what might be possible for students in contemporary Catholic schools. The reality of Australian Catholic schools is that they are pluralising contexts reflective of the general Australian population profile. This brings to the fore that the clientele of many Catholic schools is religiously/culturally diverse. Engaging with diversity in a respectful and meaningful way has the potential to yield benefits for all (religious and non-religious) and to contribute to addressing the Australian educational goals for all. The paper, drawing on findings from five studies utilising a variety of methodologies, including autoethnography, hermeneutic (pedagogical) phenomenology and case study employing basic qualitative inquiry. It reveals the key contribution of educational leadership and approaches to Religious Education. The research contributes a fresh perspective to the ever-developing Religious Education agenda with some possibilities that might resonate with, and be viable in, other contexts looking to address evolving opportunities to invest in the future of young learners.</p>

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Exploring perceptions of interreligious learning and teaching and the interplay with religious identity: a synthesis of a five- part evolving study

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  • 发表日期：

    2025年2月27日

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  • Toni Foley

摘要

This paper synthesises findings from five small studies seeking to explore the perceptions of individuals engaged in interreligious learning and teaching to uncover what might be possible for students in contemporary Catholic schools. The reality of Australian Catholic schools is that they are pluralising contexts reflective of the general Australian population profile. This brings to the fore that the clientele of many Catholic schools is religiously/culturally diverse. Engaging with diversity in a respectful and meaningful way has the potential to yield benefits for all (religious and non-religious) and to contribute to addressing the Australian educational goals for all. The paper, drawing on findings from five studies utilising a variety of methodologies, including autoethnography, hermeneutic (pedagogical) phenomenology and case study employing basic qualitative inquiry. It reveals the key contribution of educational leadership and approaches to Religious Education. The research contributes a fresh perspective to the ever-developing Religious Education agenda with some possibilities that might resonate with, and be viable in, other contexts looking to address evolving opportunities to invest in the future of young learners.