Educational Leadership in the Josephite Tradition : An approach to integrating Catholic Social Justice Principles in leading Mission in a liminal time in Church and Society.
Abstract
G.R.A.C.E
Paper Title: Educational leadership in the Josephite Tradition: An approach to integrating Catholic social justice principles in leading mission in a liminal time in Church and society.
Specific question: In what ways do principals and their leadership teams integrate Catholic social justice principles in leadership practices to inform a Josephite approach to Education.
Abstract
The catalyst underpinning the motivation for this research was the Canonisation of the first Australian Saint St Mary of the Cross (MacKillop) and the sesquicentenary of Josephite education evolving from the legacy of Mary MacKillop as educator and social reformer. Further, the growing interest in the Catholic identity of schools in a liminal time in the Catholic Church and its educational mission served as an impetus to explore how leader of schools identified the characteristic of the Josephite tradition.
The overarching research question for the research was twofold. Firstly, what do Principals and their leadership teams understand by the concept of a Josephite approach to education? Secondly, in what ways do Principals and their leadership teams implement a Josephite approach to education in the context of the school community in which they serve? The purpose of the research was to explore the characteristics of a Josephite approach to education that are identified and implemented by principals and their leadership teams in schools conducted in the Josephite tradition.
A constructivist approach was deemed appropriate for this research as it was qualitative in nature. The chosen methodology for the study was an instrumental case study design of six schools in the Josephite tradition. Methods of data collection included in-depth, semi-structured interviews of six principals and their respective leadership teams in regional and metropolitan schools. Purposeful selection of schools enabled a wide range of cases to document diversity and identify important common patterns. Participants in the research were drawn from primary, secondary and combined schools in rural and metropolitan South Australia and Victoria.
Principals identified that reflective practice enabled them to create an environment where staff members, students and their families were able to participate in decisions that impacted upon them. The common good and preferential option for the poor is a communal effort of both leaders, teachers and students in building a community that values everyone.
Principals and leaders identified that grounding core values such as dignity, charity and justice when working with families, led to solidarity in the school community. Solidarity was present when mutual service, ethical care and co-responsibility were valued and emphasized. Further, solidarity arises in a school community when shared vision and values are embedded in policies and procedures.
Principals and leaders who integrated Catholic social justice principles in their leadership responded to those families experiencing marginalisation, be it in relationships, social participation, use of technology, or difficulties in learning. Further, leaders were challenged to critique wellbeing practices, curriculum policy and practice in responding to those in marginalised circumstances.
The signs of Grace in pursuit of the research were sixfold. First, principals and leaders of school in the Josephite tradition expressed their desire and concern for the integrity and ongoing formation of leaders of school in the Josephite tradition into the future. Second, principals and leaders demonstrated a desire and openness to draw on the spiritual tradition as a rich source of wisdom, authority, intuition and vision to bring meaning and purpose in re-contextualising the gospel for new times. Third, the research identified the urgent need for formation of leaders in faith and practical theology to create inclusive faith and learning communities. Fourth, the research gave voice to the experience of principals and leaders in leading schools in a liminal time in Church and society. Fifth, principals and leaders expressed hope and confidence in a Josephite approach to leadership that enabled a positive impact on the learning and wellbeing of students and their families. Finally, the research revealed that transcendental leadership coupled with transformational and transcendental leadership best served students and their families in a Josephite approach to education.
Description of what support I would like from G.R.A.C.E
The opportunity to seek affirmation on the nature and practice of educational leadership in the Josephite tradition. To gain a perspective of global approaches to leadership in leading mission in a liminal time in Church and society. To receive a critique of practical approaches to the formation of leaders in spirituality, theology and educational practice in creating inclusive faith and learning communities. To facilitate and participate in a discussion with a global perspective of ways in which Catholic educational leadership can reduce the impact of marginalisation for students and their families.
Catherine Mead EdD
Associate Professor Shane Lavery
Educational Leadership in the Josephite Tradition : An approach to integrating Catholic Social Justice Principles in leading Mission in a liminal time in Church and Society.
G.R.A.C.E
Paper Title: Educational leadership in the Josephite Tradition: An approach to integrating Catholic social justice principles in leading mission in a liminal time in Church and society.
Specific question: In what ways do principals and their leadership teams integrate Catholic social justice principles in leadership practices to inform a Josephite approach to Education.
Abstract
The catalyst underpinning the motivation for this research was the Canonisation of the first Australian Saint St Mary of the Cross (MacKillop) and the sesquicentenary of Josephite education evolving from the legacy of Mary MacKillop as educator and social reformer. Further, the growing interest in the Catholic identity of schools in a liminal time in the Catholic Church and its educational mission served as an impetus to explore how leader of schools identified the characteristic of the Josephite tradition.
The overarching research question for the research was twofold. Firstly, what do Principals and their leadership teams understand by the concept of a Josephite approach to education? Secondly, in what ways do Principals and their leadership teams implement a Josephite approach to education in the context of the school community in which they serve? The purpose of the research was to explore the characteristics of a Josephite approach to education that are identified and implemented by principals and their leadership teams in schools conducted in the Josephite tradition.
A constructivist approach was deemed appropriate for this research as it was qualitative in nature. The chosen methodology for the study was an instrumental case study design of six schools in the Josephite tradition. Methods of data collection included in-depth, semi-structured interviews of six principals and their respective leadership teams in regional and metropolitan schools. Purposeful selection of schools enabled a wide range of cases to document diversity and identify important common patterns. Participants in the research were drawn from primary, secondary and combined schools in rural and metropolitan South Australia and Victoria.
Principals identified that reflective practice enabled them to create an environment where staff members, students and their families were able to participate in decisions that impacted upon them. The common good and preferential option for the poor is a communal effort of both leaders, teachers and students in building a community that values everyone.
Principals and leaders identified that grounding core values such as dignity, charity and justice when working with families, led to solidarity in the school community. Solidarity was present when mutual service, ethical care and co-responsibility were valued and emphasized. Further, solidarity arises in a school community when shared vision and values are embedded in policies and procedures.
Principals and leaders who integrated Catholic social justice principles in their leadership responded to those families experiencing marginalisation, be it in relationships, social participation, use of technology, or difficulties in learning. Further, leaders were challenged to critique wellbeing practices, curriculum policy and practice in responding to those in marginalised circumstances.
The signs of Grace in pursuit of the research were sixfold. First, principals and leaders of school in the Josephite tradition expressed their desire and concern for the integrity and ongoing formation of leaders of school in the Josephite tradition into the future. Second, principals and leaders demonstrated a desire and openness to draw on the spiritual tradition as a rich source of wisdom, authority, intuition and vision to bring meaning and purpose in re-contextualising the gospel for new times. Third, the research identified the urgent need for formation of leaders in faith and practical theology to create inclusive faith and learning communities. Fourth, the research gave voice to the experience of principals and leaders in leading schools in a liminal time in Church and society. Fifth, principals and leaders expressed hope and confidence in a Josephite approach to leadership that enabled a positive impact on the learning and wellbeing of students and their families. Finally, the research revealed that transcendental leadership coupled with transformational and transcendental leadership best served students and their families in a Josephite approach to education.
Description of what support I would like from G.R.A.C.E
The opportunity to seek affirmation on the nature and practice of educational leadership in the Josephite tradition. To gain a perspective of global approaches to leadership in leading mission in a liminal time in Church and society. To receive a critique of practical approaches to the formation of leaders in spirituality, theology and educational practice in creating inclusive faith and learning communities. To facilitate and participate in a discussion with a global perspective of ways in which Catholic educational leadership can reduce the impact of marginalisation for students and their families.
Catherine Mead EdD
Associate Professor Shane Lavery