scholarly journals Catholic Higher Education in Europe/L'Enseignment Supérieur Catholique en Europe/La Enseñanza Superior Católica en Europa

1992 ◽  
Vol 5 (1) ◽  
pp. 63-63
Author(s):  
Michel Soëtard
Keyword(s):  
Higher Education ◽  
Catholic Higher Education ◽  
Enseñanza Superior

The Shape of Catholic Higher Education

1970 ◽  
Vol 11 (2) ◽  
pp. 167
Author(s):  
W. B. Blakemore ◽  
Robert Hassenger
Keyword(s):  
Higher Education ◽  
Catholic Higher Education

scholarly journals Entre as políticas de inclusão e as estratégias: as experiências de pessoas trans* no ensino superior

2018 ◽  
Vol 10 (4) ◽  
pp. 11
Author(s):  
Amurabi Oliveira ◽  
Keo Silva
Keyword(s):  
Higher Education ◽  
Educational Institution ◽  
Gender And Education ◽  
Enseñanza Superior ◽  
Trans People ◽  
The Social ◽  
Academic Debate

O tema das identidades trans* tem ganhado cada vez mais visibilidade, não apenas no debate acadêmico, como também em outros espaços de discussão. Apesar da crescente presença de pessoas trans* no ensino superior, as pesquisas nesta área ainda são incipientes. Visando contribuir para este campo, neste artigo analisaremos através do método biográfico a experiência de pessoas trans* no ensino superior, focando nas estratégias utilizadas por elas para sua permanência. Ganha destaque a relevância do reconhecimento do nome social pela instituição de ensino, ainda que as experiências narradas transpareçam alguns dos limites dessa política.Palavras-chave: Pessoas Trans*. Gênero e Educação. Ensino Superior. Between inclusion policies and strategies: the experiences of trans* people in higher education ABSTRACTThe issue of trans* identities has gained increasing visibility, not only in the academic debate, but also in other spaces of discussion. Despite the growing presence of trans* people in higher education, researches in this area are still incipient. In order to contribute to this field, in this article we will analyze through the biographical method the experience of trans* people in higher education, focusing on the strategies used by them for their permanence. The importance of recognition of the social name by the educational institution is highlighted, although the experiences narrated transpire some of the limits of this policy.Keywords: Trans People*. Gender and Education. Higher Education. Entre las políticas de inclusión y las estrategias: las experiencias de personas trans* en la enseñanza superiorRESUMENEl tema de las identidades trans* ha tenido cada vez más visibilidad, no solamente en el debate académico, sino también en otros espacios de discusión. Pese a la creciente presencia de personas trans* en la enseñanza superior, las investigaciones en dicha área aún son incipientes. Con el objetivo de contribuir con este tema, en este artículo analizaremos a través del método biográfi co la experiencia de personas trans* en la enseñanza superior, enfocando en las estrategias utilizadas por dichas personas para su permanencia en la universidad. Además, se destaca la relevancia del reconocimiento del nombre social por la institución educativa, aunque las experiencias narradas trasparezcan algunos de los límites de esa política.Palabras clave: Personas Trans*. Género y Educación. Enseñanza Superior

scholarly journals Alma mater, ¡Talithá kum!

2021 ◽  
pp. 415-436
Author(s):  
Manuel Villegas Rodríguez
Keyword(s):  
Higher Education ◽  
Saint Augustine ◽  
Alma Mater ◽  
Student Community ◽  
Positive Law ◽  
Enseñanza Superior ◽  
History Of ◽  
The University

Resumen: La Universidad, la Alma Mater, como cualquier otra entidad, en este caso dedicada a la Enseñanza Superior, tiene sus compromisos ante sí misma, ante la Sociedad en la que se encuentra, y ante la Comunidad de Estudiantes. No solo mientras los alumnos asisten a sus aulas, sino también, cuando ya preparados (o más bien titulados), ejercen su personal y peculiar actividad en la Sociedad. Con las evidentes diferencias, a causa del tiempo transcurrido cuando san Agustín ejerció su enseñanza, convendría que una Universidad (real o ficticia), tuviera en cuenta e imitara la forma y la esencia del Magisterio Agustiniano.Abstratct: The University, the Alma Mater, like any other entity, in this case dedicated to Higher Education, has its commitments before itself, before the Society in which it is located, and before the Student Community. Not only while the students attend their classrooms, but also, when already prepared (or rather graduates), they carry out their personal and peculiar activity in the Society. With the obvious differences, because of the time that passed when Saint Augustine taught, it would be convenient for a University (real or fictitious) to take into account and imitate the form and essence of the Augustinian Magisterium.Palabras clave: Obras de San Agustín. Historia de las Universidades. Legislación y Ley positiva. Ciencia y Sabiduría. Democracia. Keywords: Works of Saint Augustine. History of the Universities. Legislation and Positive Law. Science and Wisdom. Democracy 

A Comparison of “Inclusiveness” in Two Liberal Arts Catholic Universities

2020 ◽  
pp. 1022-1040
Author(s):  
Theron N. Ford ◽  
Blanche Jackson Glimps
Keyword(s):  
Higher Education ◽  
Catholic Church ◽  
Liberal Arts ◽  
First Generation ◽  
College Education ◽  
Catholic Higher Education ◽  
Religious Orders ◽  
Education Community ◽  
Single Instance ◽  
Major Player

The Catholic Church has been a major player in the field of education, both nationally and internationally. Numerous religious orders, such as the Jesuits, Felicians, created higher education institutions. Such institutions afforded college education to first-generation students and were a ladder for upward mobility. A perception lingers of Catholic institutions being an exemplar of Christian values of love, acceptance and social justice. In reality, some institutions are far more successful in actualizing those values. This chapter looks retrospectively at Madonna University and compares it to John Carroll University to highlight differences in how each has dealt with the issue of inclusiveness. While each of the institutions is a single instance within the Catholic higher education community, there are still lessons we may take from this examination that intersect with issues related to religion, gender and inclusiveness.

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