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Abstract

Within a changed and changing context for Religious Education, scholars and practitioners (n = 57) across Australia gathered to share and discern ways forward in Religious Education (RE) within Catholic schools. A Constant Comparative Analysis process identified five pathways (ways forward) in support of RE (Formation, Pedagogy, Curriculum, Partnerships, and Research). Each pathway was underpinned by foundations in faith, summarised by an integrating principle and advanced through strategic intentions. Faith foundations for Formation were centred in Christ, acknowledged Church tradition and focused on mission as part of one’s faith journey. The arena of Pedagogy was reinforced as dependent on dialogue, inquiry, and witness and underscored in love. Curriculum dimensions focused on identity and inclusion and were argued to be relevant and creative. Partnerships were encouraged through collaboration across school, parish and parent community; and, Research was grounded through building awareness and addressing accountability. The Integrating principles for each pathway included: Formation, ‘advancing formation for personal identity and school mission’; Pedagogy, ‘advancing an inquiry, experiential, encounter-based model’; Curriculum, ‘advancing a faith-based liberating curriculum’; Partnerships, ‘advancing practices which engage and strengthen collegiality’; and Research, ‘advancing data gathering which identifies needs and informs practice’. Strategies to support future RE were multifaceted and included: Formation (forums for networking and integrating faith experience with professional learning); Pedagogy (promoting teacher roles of moderator, specialist, witness); Curriculum (involving all staff in support of curriculum alignment); Partnerships (engaging partners beyond schools); and, Research (gathering and applying quality data). Colloquium conclusions informed an imagination for RE and offered a platform for consideration of ‘where to from here’ and ‘what might be next’.

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