International Handbook of Learning, Teaching and Leading in Faith-Based Schools, 2014

Introduction and Overview.- Learning, Teaching and Leading in Faith-Based Schools: Michael Reiss, Yusef Waghid, Sue McNamara and Judith Chapman.- Part 1 - The Educational, Historical, Social and Cultural Context of Faith-based Schooling: Section editor: Michael Reiss.- 1 The impact of faith-based schools on lives and on society: Policy implications: Charles Glenn.- 2 Values and values education: Challenges for faith schools: J. Mark Halstead.- 3 Church of England schools: Into the third century: Janina Ainsworth.- 4 Jewish schools and Britain: Emerging from the past, investing in the future: Helena Miller.- 5 Faith related schools in the United States: The current reality: Joseph O’Keefe and Michael O’Connor.- 6 Faith schools and religious diversity: The case of Muslim Schools: Farid Panjwani.- 7 Belief and cultural sustainability: The experiences of Jewish and Muslim schools in the UK: Marie Parker-Jenkins.- 8 Faith-based schools and the creationism controversy: The importance of the meta-narrative: Sylvia Baker.- 9 On the idea of non-confessional faith-based education: Michael Hand.- 10 Faith schools in England- the humanist critique: Andrew Copson.- 11 Shepherding and strength: Teaching evolution in American Christian schools: Lee Meadows.- 12 Challenges faced by faith-based schools with special reference to the interplay between science and religion: Michael Poole.- 13 Sex education and science education in faith- based schools: Michael Reiss.- Part II - Conceptions: The Nature, Aims and Values of Education in Faith-based Schools: Section editor: Yusef Waghid.- 14 Faith-based education and the notion of autonomy, common humanity and authenticity: In defense of a pedagogy of disruption: Yusef Waghid.- 15 The hermeneutical competence: How to deal with faith issues in a pluralistic religious context: Gé Speelman.- 16 A faith-based ideological school system in Israel: Between particularism and modernity: Zehavit Gross.- 17 Religious values and/or human rights values? Curriculum making for an ethic of truths: Petro du Preez.- 18 Capturing green curriculum spaces in the maktab: Implications for environmental teaching and learning: Najma Mohamed.- 19 Towards a logic of dignity: Educating against gender-based violence: Juliana Claasens.- 20 Islamisation and Muslim independent schools in South Africa: Suleman Dangor.- 21 The nature, aims and values of Seventh-day Adventist Christian education: Philip Plaatjies.- 22 The Gülen philosophy of education and its application in a South African school: Yasien Mohamed.- 23 A teacher’s perspective on teaching and learning at a faith-based Muslim school in Cape Town: Omar Esau.- 24 Muslim women and cosmopolitanism: Reconciling the fragments of identity, participation and belonging: Nuraan Davids.- 25 Women, identity and religious education: a path to autonomy, or dependence? Nuraan Davids.- Part III - Current Practices and Future Possibilities: Section editors: Sue McNamara and Judith Chapman.- 26 The shaping of Ireland’s faith-based school system and the contemporary challenge to it: John Coolahan.- 27 Religious education in a time of globalization and pluralism: The example of the United States: Walter Feinberg.- 28 Classroom practice in a faith-based school: A tale of two levels: Paul Black.- 29 Faith- based schools in Japan: Paradoxes and pointers: Stuart Picken.- 30 Curriculum, leadership and religion in Singapore schools: How a secular government engineers social harmony and the ‘state interest’: Clive Dimmock, Hairon Salleh and Cheng Yong Tan.- 31 Critical fidelity and Catholic school leadership: John Sullivan.- 32 So who has the values? Challenges for faith-based schools in an era of values pedagogy: Terry Lovat and Neville Clement.- 33 Use of Islamic, Islamicised and National Curriculum in a Muslim faith school in England: Findings from an ethnographic study: Sadaf Rizvi.- 34 A mobile school- bringing education to migrant children in Goa, India: Marion de Souza.- 35 Religious Education in Japanese “Mission Schools”: A case study of Sacred Heart schools in Japan: Nozomi Miura.- 36 A systems approach to enhancing capacity of teachers and leaders in Catholic school communities to link learning, student wellbeing, values and social justice: Helen Butler, Bernadette Summers and Mary Tobin.- 37 Schools and families in partnership for learning in faith-based schools: Annie Mitchell, Judith Chapman, Sue McNamara and Marj Horne.- 38 Learning for leadership: An evidence based approach for leadership learning in faith- based schools: Michael Buchanan and Judith Chapman.- 39 Leading Australian Catholic schools: Lessons from the edge: Michael Gaffney.- 40 Faith-based non-government organizations and education in ‘post-new war societies’: Background, directions and challenges in leadership, teaching and learning: Tom O’Donoghue and Simon Clarke.

Professor Judith Chapman AM began her career as a teacher in secondary schools in Australia and Europe before undertaking post-graduate studies in the USA. She was formerly Dean of the Faculty of Education at Australian Catholic University (1998-2003), where she is currently Professor of Education and formerly Professor of Education and Associate Dean (Teaching and Learning) of the combined Faculties of Economics, Commerce, Education and Law at The University of Western Australia (1993-1998) and Director of the Centre for School Decision Making and Management at Monash University (1979-1993). From 2007 she spent periods of leave as a Visiting Fellow of St Edmunds College, Cambridge University. She has undertaken extensive research and consultancy for international and national authorities, including OECD, UNESCO, the World Bank, I.D.P. and the Australian Commonwealth Government. Her edited publications for Springer include: The Second International Handbook on Lifelong Learning (2012); Values Education and Lifelong Learning (2007); and Lifelong Learning, Participation and Equity (2006). Judith has been awarded a Member of the Order of Australia for services to Higher Education; she is a Fellow of the Australian College of Education; a Fellow of the Australian Council of Educational Leaders; and a Fellow of the Western Australian Institute of Educational Administration (of which she was formerly Patron). Sue McNamara is an Associate Professor in Education at Australian Catholic University. Commencing her higher education career with a PhD in educational technology and instructional design, Sue also has later post-graduate qualifications in management and higher education. Her research interests are in the areas of human mindset, holistic learning including families, community and learning technology; complexity, organisational /systems change and the qualitative research paradigm of narrative and story. Sue has worked in Higher Education for many years, in conjuncti