To ‘Prepare White Youngsters’: The Catholic School Busing Program in the Archdiocese of Chicago

2017 ◽  
Vol 128 (3) ◽  
pp. 51-77
Author(s):  
Kevin Ryan
Keyword(s):  
Catholic School ◽  
Archdiocese Of Chicago ◽  
School Busing

Setting Boundaries: Lessons on When to Not Make Theatre

2019 ◽  
Author(s):  
Allie Fenwick
Keyword(s):  
Case Studies ◽  
School Board ◽  
Catholic School ◽  
Recent Case ◽  
Open Letter ◽  
Educational Impact ◽  
Proposed Model ◽  
Common Thread ◽  
Artistic Freedom ◽  
Adequate Representation

A common thread throughout much of Canada’s current theatrical output is that it asks audiences to think deeply about themselves and their connection to the material. Working with the idea that theatre has an important social and educational impact, my essay examines the need to set boundaries for theatre content. These boundaries are meant to function as a set of guidelines for managing controversial artistic choices, especially in a culture where artistic freedom and productive controversy are at stake. Some of the criteria I have developed for how to set boundaries include: how the work represents its subjects; what Canadians see as taboo; personal limitations individuals set for themselves; and, contentious timing. My research examines recent case studies, starting with Robert Lepage’s Kanata, which aimed to discuss Canada’s settler history, however, was cancelled in Canada after Indigenous artists and activists wrote an open letter concerning the lack of Indigenous presence in the cast and production team. I then move to an example that challenges my proposed model with Prom Queen: The Musical, a play about an Ontario student and his boyfriend battling the Catholic school board to go to prom together. I argue that although the play may not represent the values of the school board, adequate representation of the board’s ideals should be disregarded due to their anti-LGBTQ2+ beliefs. Through these examples and more, my research found that there are certain boundaries that should not be crossed in theatre. However, determining where these boundaries are situated remains in constant negotiation.

scholarly journals Gender Attitudes in Religious Schools: A Comparative Study of Religious and Secular Private Schools in Guatemala

Religions ◽  
2018 ◽  
Vol 9 (7) ◽  
pp. 219 ◽  
Author(s):  
Darin Mather
Keyword(s):  
Private Schools ◽  
Religious Beliefs ◽  
Latent Class ◽  
Catholic School ◽  
Gender Attitudes ◽  
Religious Schools ◽  
School Students ◽  
And Gender ◽  
Using Data ◽  
Insight Into

This study assesses the effect that private religious schools have on gender attitudes in students. Using data collected from twenty-one private schools in Guatemala, gender attitudes are assessed using latent class analysis. The results indicate that students’ gender attitudes can be categorized into three distinct profiles. These are non-egalitarian, publicly egalitarian, and generally egalitarian. Subsequent analysis reveals that religious schools and specific religious beliefs are correlated with different gender attitude profiles. For instance, Catholic school students are more likely to be generally egalitarian than students in evangelical or secular schools, and biblical literalists are most likely to be publicly egalitarian. Overall, this research highlights the need to develop new conceptual models to provide more accurate and nuanced descriptions of gender attitudes. It also provides new insight into correlations between religious schools and religious beliefs and gender attitudes formation.

scholarly journals Utilizing Authenticity: Options for Catholic Education in a Particular Detraditionalized Cultural Context

Religions ◽  
2021 ◽  
Vol 12 (10) ◽  
pp. 807
Author(s):  
Richard Rymarz
Keyword(s):  
Catholic Education ◽  
Religious Identity ◽  
School System ◽  
Catholic Schools ◽  
Cultural Context ◽  
Catholic School ◽  
Initial Position ◽  
Human Community ◽  
Common Values ◽  
Traditional Structures

This paper addresses some conceptual options for Catholic education in a particular cultural context. This context is where the Catholic school system is large, stable, and well established but in the wider cultural context, the place of religion in society is detraditionalized. This detraditionalization is reflected in Catholic school enrolments where increasing numbers of students come from non-Catholic backgrounds, where, amongst Catholics, engagement with traditional structures is low or where there is no religious association at all. To initiate discussion a simple dichotomy is introduced; do Catholic schools promote religious identity or do they address a wider demographic by stressing harmonized common values and policies? To elaborate on this initial position several conceptual perspectives are offered. A key discussion point centres around the human community of Catholic schools and how they align with the various options that are proposed.

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