Through a Freirean lens: professional learning, faith-based schooling and liberatory education

This paper draws on a broader qualitative study of professional learning in schools of the Peoples of the Book (Christians, Jews and Muslims) in post-colonial Australia, addressing the role that the growing number of Australian faith-based schools play in shaping a just and inclusive Australian soci...

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Bibliographic Details
Published in:Professional development in education 2014-01, Vol.40 (4), p.610-626
Main Authors: Scott, John Trevitt, Armstrong, Ann Cheryl
Format: Article
Language:English
Subjects:
Australia
Case Studies
Christianity
conscientization
Cultural Pluralism
Democracy
Educational Philosophy
Equal Education
Faculty Development
faith-based schools
Foreign Countries
Jews
Knowledge Base for Teaching
Muslims
Professional Education
professional learning
Prosocial Behavior
Qualitative Research
Religious Education
Role
School Role
Social Justice
teachers
Transformative Learning
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Summary:This paper draws on a broader qualitative study of professional learning in schools of the Peoples of the Book (Christians, Jews and Muslims) in post-colonial Australia, addressing the role that the growing number of Australian faith-based schools play in shaping a just and inclusive Australian society. By reviewing material in the public domain, we consider in their projection to the public the stated and implied commitment of six Australian faith-based schools of the Peoples of the Book to a transformative, liberatory education. Drawing on Habermas' understanding of a religiously pluralistic democracy, we argue that faith-based schools should articulate their purpose and values to the wider secular society, recognizing that this task also calls upon the secular society to engage with the faith traditions, to strengthen mutual respect and tolerance. Although we find little consideration in the literature of the distinctive professional learning needs in faith-based schools, we examine Australian faith-based schooling through the thinking of Freire and the role of conscientization in transformative education. We argue that it is through the professional learning program of the school that critical awareness and indeed conscientization of teachers can be developed.
ISSN:1941-5257
1941-5265
DOI:10.1080/19415257.2013.830273