The focus of this book is on the situation prevailing in the United States, England and Wales, Ireland, Australia and New Zealand from 1922 to 1965, whereby Catholic schools were used to maximise the possibility of recruiting new members to the religious oders and to minimise the temptation to leave the religious life amongst those who had already joined. Four major practices are examined in this regard. First, Catholic schools deliberately set out to encourage pupils to join the ranks of the religious. Secondly, they replicated within the schools the authoritarianism of the religious life. Thirdly, they worked continuously to marginalize lay teachers from their decision-making. Finally, they were ever vigilant in their opposition to co-education and sex education. The contribution of the religious orders to Catholic education is recognized, but consideration is also given to child abuse, both physical and sexual, in whhich members of various religious teaching orders engaged. The book closes with some consideration of current practices in Catholic education. -- book cover.

“A triumph. This novel’s haunting strength will hold the reader until the very end and make Faith and her story impossible to forget.” —Richmond Times Dispatch “Extraordinary.” —Orlando Sentinel From the #1 New York Times bestselling author Jodi Picoult (Nineteen Minutes, Change of Heart, Handle with Care) comes Keeping Faith: an “addictively readable” (Entertainment Weekly) novel that “makes you wonder about God. And that is a rare moment, indeed, in modern fiction” (USA Today).

This is a key text for any student embarking on a qualitative research project, it provides worked examples and valuable models which can be used as guides for plans and proposals, answering key questions and providing a comprehensive guide to a student’s project. It shows that when planning a qualitative research proposal, researchers should adopt an approach where they ask themselves the following four questions: What research paradigm informs my approach to my research area? What theoretical perspective do I choose within the paradigm? What methodology do I choose? What methods are most appropriate? Including examples of the write-up of two central types of research projects: studies on participants’ ‘perspectives’ on phenomena and studies on how participants manage or ‘cope with’ phenomena, the book outlines five research proposals to illustrate ways in which these two central ‘types’ can be varied and applied when engaging in five other types of studies, namely, policy studies, life history studies, retrospective interactionist longitudinal studies and interactionist historical studies, and ‘problem-focused’ studies.

O'Donoghue's book, which is written as a traditional historical narrative, while also utilizing a comparative approach, is concerned with the life of Catholic religious teaching brothers across the English-speaking world, especially for the period 1891 to 1965, which was the heyday of the religious orders.

For centuries, the Catholic Church around the world insisted it had a right to provide and organize its own schools. It decreed also that while nation states could lay down standards for secular curricula, pedagogy, and accommodation, Catholic parents should send their children to Catholic schools and be able to do so without suffering undue financial disadvantage. Thus, from the Pope down, the Church expressed deep opposition to increasing state intervention in schooling, especially during the nineteenth century. By the end of the 1920s however, it was satisfied with the school system in only a small number of countries. Ireland was one of those. There, the majority of primary and secondary schools were Catholic schools. The State left their management in the hands of clerics while simultaneously accepting financial responsibility for maintenance and teachers' salaries. During the period 1922-1967, the Church, unhindered by the State, promoted within the schools' practices aimed at 'the salvation of souls' and at the reproduction of a loyal middle class and clerics. The State supported that arrangement with the Church also acting on its behalf in aiming to produce a literate and numerate citizenry, in pursuing nation building, and in ensuring the preparation of an adequate number of secondary school graduates to address the needs of the public service and the professions. All of that took place at a financial cost much lower than the provision of a totally State-funded system of schooling would have entailed. Piety and Privilege seeks to understand the dynamic between Church and State through the lens of the twentieth century Irish education system.

This book reflects on the most appropriate methods of teacher preparation for contemporary Catholic schools and on possible contributions to wider teacher preparation from cogitating the history of the Catholic tradition. The authors offer exciting and innovative opportunities to inform contemporary practice from international examples.

This book explores the contribution of the Rev Dr Thomas Shields (1862-1921) to Catholic education in the United States of America in the late 19th and early 20th century. Fr Shields was a pioneer in combining a career as an academic in Catholic University of America with the publication of many resources for schools. Given his pioneering role in aligning Catholic educational thought with emerging insights in the sciences, and his multi-layered commitment to Catholic education as scholar, author of textbooks and founder of initiatives in the field of Teacher Education, it seems fitting that his considerable body of work should be the subject of fresh scholarly investigation. The book is in five parts. Part 1, “Catholicism as an Educational Movement”, sets out the contours of the intellectual climate in which Shields operated and presents Catholicism as a dynamic educational movement. Part 2, “Responding to Progressive Thought”, explores the relationship between Progressivism and Catholic Education, showing how the Catholic Church responded to the challenges presented by Progressive thought. Part 3, “Shields and the Reform of Pedagogy”, examines both Shields’ general pedagogical principles and how they relate to Catholic education. Part 4, “Forming Teachers in Heart and Mind”, considers Shields’ ideas on Catholic Teacher Formation, exploring issues such as culture, vocation, method and curriculum. Part 5, “The Catholic Education Series”, explores selected examples from Shields’ Catholic Education Series to identify how his material for schools reflected, to a greater or lesser extent, his wider educational ideas. As the present age is also witness to considerable and deep-rooted challenges to Catholic education and, indeed to the Catholic understanding of the human person, Shields’ work will inspire contemporary reform-minded Catholic educators to reassess and develop the mission of Catholic education in light of the traditions of the Church.