Catholi c iDenti t y aNd Cultural Diversity At Schools

Catholi c iDenti t y aNd Cultural Diversity At Schools 54 AAD DE JONG CATHOLI C IDENTI T Y AND CULTURAL DIVERSITY AT SCHOOLS SUMMARY This article focuses on the question how the religious ideological identity can be sensibly combined with cultural diversity at Catholic schools. The previous answers to this question in Catholic teaching in the Netherlands, being isolation and adjust- ment, appear to be inadequate, especially within our multicultural context and with the growing presence of immigrant pupils. Even the more recent approaches of this problem, such as assimilation, integration and pluralism are not satisfactory. In the second part of this article we therefore look for the direction in which a more justified solution is to be found. Based on a number of viewpoints, borrowed from J.R. Searle, a participation-oriented approach seems to offer most perspectives in the course of which the promotion of the intercultural and interreligious communi- cation is developed as an important condition. The immediate reason for this article is the publication "De katholieke basisschool en de allochtone leerling" (The Catholic primary school and the immigrant pupil) (Steijns & De Jong 1997). It reports on an inves- tigation into the views of management teams and teachers of Catholic primary schools in and around http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Empirical Theology Brill

Catholi c iDenti t y aNd Cultural Diversity At Schools

Journal of Empirical Theology, Volume 11 (1): 54 – Jan 1, 1998

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Publisher
Brill
Copyright
© 1998 Koninklijke Brill NV, Leiden, The Netherlands
ISSN
0922-2936
eISSN
1570-9256
D.O.I.
10.1163/157092598X00068
Publisher site
See Article on Publisher Site

Abstract

54 AAD DE JONG CATHOLI C IDENTI T Y AND CULTURAL DIVERSITY AT SCHOOLS SUMMARY This article focuses on the question how the religious ideological identity can be sensibly combined with cultural diversity at Catholic schools. The previous answers to this question in Catholic teaching in the Netherlands, being isolation and adjust- ment, appear to be inadequate, especially within our multicultural context and with the growing presence of immigrant pupils. Even the more recent approaches of this problem, such as assimilation, integration and pluralism are not satisfactory. In the second part of this article we therefore look for the direction in which a more justified solution is to be found. Based on a number of viewpoints, borrowed from J.R. Searle, a participation-oriented approach seems to offer most perspectives in the course of which the promotion of the intercultural and interreligious communi- cation is developed as an important condition. The immediate reason for this article is the publication "De katholieke basisschool en de allochtone leerling" (The Catholic primary school and the immigrant pupil) (Steijns & De Jong 1997). It reports on an inves- tigation into the views of management teams and teachers of Catholic primary schools in and around

Journal

Journal of Empirical TheologyBrill

Published: Jan 1, 1998

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