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Introduction and Overview

  • Michael J. ReissEmail author
  • Yusef Waghid
  • Sue McNamara
  • Judith D. Chapman
Chapter

Abstract

There has been a substantial and continuing growth in recent times in the number, range and types of faith-based schools in countries around the world. This has led to a growing interest in and concern for issues associated with the establishment, values and varying modes of provision and practices of faith-based schools. In this context, policy makers, academics, education professionals and members of the broader community have identified the need for a rigorous analysis of developments in faith-based learning, teaching and leadership. These have included such matters as the educational, historical, social and cultural contexts of such institutions; the conceptions, nature, aims and values of education involved in and adopted by faith-based schools; and an account of current practices and future possibilities arising from and associated with various issues such as the curriculum and its delivery, modes of teaching and learning, and leadership and administration.

Keywords

Faith-based schools Education policy Education systems Education contexts Teaching and learning Education leadership Education system leadership Faith-based philosophies of education Values education Teacher professional learning Culturally rich and diverse communities Opportunities and challenges in faith-based education 

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Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  • Michael J. Reiss
    • 1
    Email author
  • Yusef Waghid
    • 2
  • Sue McNamara
    • 3
  • Judith D. Chapman
    • 4
  1. 1.Institute of EducationUniversity of LondonLondonUK
  2. 2.Faculty of EducationStellenbosch UniversityStellenboschSouth Africa
  3. 3.Faculty of EducationAustralian Catholic University, BallaratBallaratAustralia
  4. 4.Faculty of EducationAustralian Catholic University, MelbourneFitzroy MDCAustralia

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