The Role of Lay Women Teachers in Catholic Education Before the Education (Scotland) Act, 1918

Author(s):  
Jane McDermid
2015 ◽  
Vol 2 (3) ◽  
Author(s):  
Dr. Utpal Kalita

The elementary school teachers and especially women teachers are facing new challenges and need to be supported by the educational administrators and the state. In order to strengthen the role of women teachers, there is needed to look at well-being and occupation stress of women teachers‟. The present paper is justified to study the well being and occupational stress of women teachers of primary schools. For this, Well Being Scale and Occupational Stress Scale for are used as tools of data collection. Main findings of this study are: (i) very few women teachers fall in low well being level category while majority of the women teachers fall in the category of high well being, (ii) few women teachers fall in high stress level category while majority of the women teachers fall in the category of average as well as less stress well being category and (iii) there exists significant relationship between well being and occupational stress of women teachers of primary schools.


2012 ◽  
Vol 82 (3) ◽  
pp. 243-295 ◽  
Author(s):  
Sally Campbell Galman ◽  
Christine A. Mallozzi

For this literature review, the authors asked, “What is the role of gender in research about elementary-level women teachers and preservice teachers in the past 15 years, and what have scholars learned about the gendered nature of women’s experiences in elementary-level preservice and in-service teaching in that time?” To be eligible for inclusion, works had to be published during or after 1995, study elementary preservice or practicing women educators, take place in the United States, focus on gender, and be empirical. Of the 54 articles that warranted in-depth investigation, 42 articles were excluded because teachers’ gender was subsumed under other social categories such as K–12 female students or male students and teachers. The majority of the 12 relevant articles employed small participant samples and exploratory approaches and depicted female teachers as struggling with or marginalized in the profession. A minority presented women teachers as reveling in the legacies of teaching. These findings beg for more research on women teachers’ gendered experiences.


Author(s):  
Querciolo Mazzonis

St. Angela Merici (b. c. 1474, Desenzano del Garda–d. 27 January 1540, Brescia) is the founder of the Company of St. Ursula, which later became the order of the Ursulines. A Franciscan tertiary who had spent most of her life in Desenzano and Salò, Merici arrived in Brescia in her early forties, and, like other female “living saints” of her time, she became a religious focal point for her fellow citizens. From the few testimonies of Merici’s friends as well as from her own writings, Merici emerges as both contemplative and active, mystical and practical, as well as learned and aware of the matters of everyday life. In 1535, with a group of female companions, Merici founded the Company of St. Ursula, for which she composed the rules and some advice for its government. Historiography has often associated Merici and her company with the education of poor girls and charity in hospitals. These activities, however, belong to a later stage in the development of the Ursulines and have little to do with Merici’s original foundation. Merici’s company consisted in an innovative form of women’s secular consecration, an alternative to monasticism, that was independent from Church authorities and entirely composed and managed by women. The Ursulines were “virgins-brides of Christ” (as described in Merici’s rule) who pursued a life of prayer and penitence in their own houses, without common life or activities. The spiritual life envisaged by the rule was mystical, an institutional, public, ethical, affective, individual, and inward-looking. Merici’s company can be seen as an institutional expression of medieval and Renaissance women’s “irregular” forms of life and spirituality such as that of the Beguines. Furthermore, Merici conceived her company in a period characterized by a variety of nonaligned religious experiences and shared an ideal of religious perfection based on virtuous behavior and inner purity with other spiritual circles and associations. In the late 16th century, the Ursulines expanded in many cities in northern Italy, thanks to the combined initiative of women willing to follow Merici’s religious ideal and Tridentine bishops (beginning with Charles Borromeo) in promoting the Catholic education of the laity. The bishops approved the companies and gave them new rules introducing some significant changes, most notably the duty to teach Christian Doctrine (which provided religious and moral education to the laity) in the schools. In 1592 the Ursulines expanded into France where they gradually—and not without internal struggle—became a conventual and teaching religious order. Both in Italy and France, the evolution of the Ursulines’ foundations was the product of a dynamic interaction between religious women and the Tridentine church’s attempts to reform female religious life. In 1639 the Ursulines became the first female missionary institute. The order also supported the Catholic Reformation in the catechization of society, becoming pioneers in the education of lay women and a prototype of the single lay woman. Angela Merici was canonized by Pope Pius VII in 1807.


Religions ◽  
2021 ◽  
Vol 12 (9) ◽  
pp. 676
Author(s):  
John Sullivan

Catholic education has a long tradition of engagement with the liberal arts and especially the humanities. The place of the humanities today in the curriculum is under threat for several reasons, one being the predominance of the technocratic mentality. This paper revisits (in three steps) the contested issue of the role of the humanities in education. First, I review arguments about the role of the humanities within education. Second, some of the defects of the technocratic mentality are pointed out. Third, a Christian lens for viewing the humanities is deployed. Here I propose that the humanities play a valuable role in nurturing the imagination, thereby contributing both to a capacity to transcend the technocratic outlook and to the development of the holistic and humanising education that is central to a Catholic worldview.


2021 ◽  
pp. 189-204
Author(s):  
Tom O’Donoghue ◽  
Judith Harford

A pluralist, outward-looking approach to Catholic education in Ireland now characterizes some of the latest changes at the level of governance and curriculum. Regarding piety, the first of the two main themes addressed throughout this book, change is also evident. In particular, the manner in which it is promoted and practised in the Catholic secondary schools now is more benignant, personal, ecumenical, and inclusive of those of other faiths than it was in the past. Regarding the second theme considered throughout, namely, the role of the Church historically in favouring at secondary school level those privileged in Irish society socially and economically, the situation is that while expansion of education provision has raised national standards of education, it has not led to the kind of reduction in relative social class inequalities that many believed it could or would. Thus, while so much has changed in relation to second-level schooling in the country from the end of the period 1922–1967 and the move away from the theocratic State, the Church in Ireland still continues to be enmeshed in social reproduction through the position it continues to hold within the nation’s secondary school sector.


2021 ◽  
Vol 9 (2) ◽  
pp. 152-161
Author(s):  
Nenden Nur Annisa

Penelitian ini bertujuan untuk menganalisis peran kepuasan kerja memediasi work-family conflict dan stres kerja terhadap kinerja guru wanita sekolah menengah kejuruan (SMK) Magelang saat PJJ (Pembelajaran Jarak Jauh) berlangsung di masa pandemi covid-19. Penelitian ini menggunkan metode penelitian survei.Teknik yang digunakan dalam pengambilan data pada penelitian ini adalah menggunakan metode Purposive Sampling dengan alat bantu angket atau kuesioner yang berisi empat variabel yaitu work-family conflict (X1), stres kerja (X2), kinerja guru (Y), dan kepuasan kerja (Z). Uji yang digunakan adalah uji instrumen, uji analisis regresi linear berganda, koefisien determinan R2, uji signifikan, uji mediasi/intervening dengan menggunkan SPSS 22. Hasil penelitian menunjukkan bahwa work-family conflict dan stres kerja berpengaruh terhadap kinerja guru dan pengaruh tersebut dimediasi oleh kepuasan kerja.   Kata kunci: work-family conflict, stres kerja, kepuasan kerja, kinerja


2017 ◽  
Vol 135 (4) ◽  
pp. 199-222 ◽  
Author(s):  
Jonathan Bush

This article examines the hitherto unexplored role of lay Catholics in the tertiary education of Polish exiles in Britain, from the early 1940s to the beginning of the Second Vatican Council in 1962. It will examine the work of the Newman Association, a predominantly lay Catholic graduate society, as a case study to reveal how lay activism towards European exiles was influenced by a range of social, theological and political factors. It will highlight the ways in which support for Polish Catholic education could be manifested, including the establishment of a cultural hub in London, a scholarship programme to assist Polish students in British and Irish universities, and the development of cultural links with individuals and organisations within Poland. Ultimately, this article demonstrates the growing confidence of educated lay Catholics in breaking out of their historically subordinate role within the English Catholic Church in the years prior to Vatican II.


2013 ◽  
Vol 82 (4) ◽  
pp. 848-876
Author(s):  
Kathy Schneider

“The religious question” regarding the role of the Catholic Church in Spanish society shaped the often contentious relationship between the Church and state. This relationship entered a new chapter with the coming of the Second Republic and the passage of the 1931 constitution. Among the legislation aimed at implementing the articles of the constitution was the 1933 Law of Confessions and Congregations that outlawed schools run by religious orders. Despite this law, most religious schools remained open. Using three schools of the Sisters of the Company of Mary in the cities of Tudela, Valladolid, and Tarragona, this article shows how orders adapted under the new government. One of the Church's primary tactics was to establish front organizations directed by the laity that permitted the religious orders to circumvent the law in order to maintain their schools.


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