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

Table of Contents

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   Book Overview
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   Chapter 1 Introduction and Overview
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   Chapter 2 The Impact of Faith-Based Schools on Lives and on Society: Policy Implications
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   Chapter 3 Values and Values Education: Challenges for Faith Schools
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   Chapter 4 Church of England Schools: Into the Third Century
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   Chapter 5 Jewish Schools and Britain: Emerging from the Past, Investing in the Future
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   Chapter 6 Faith Related Schools in the United States: The Current Reality
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   Chapter 7 Faith-Schools and the Religious Other: The Case of Muslim Schools
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   Chapter 8 Identity, Belief and Cultural Sustainability: A Case- Study of the Experiences of Jewish and Muslim Schools in the UK
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    Chapter 9 Faith-Based Schools and the Creationism Controversy: The Importance of the Meta-narrative
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    Chapter 10 On the Idea of Non-Confessional Faith-Based Education
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    Chapter 11 ‘Faith Schools’ in England: The Humanist Critique
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    Chapter 12 Shepherding and Strength: Teaching Evolution in American Christian Schools
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    Chapter 13 Challenges Faced by Faith-Based Schools with Special Reference to the Interplay Between Science and Religion
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    Chapter 14 Sex Education and Science Education in Faith-Based Schools
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    Chapter 15 Faith-Based Education and the Notion of Autonomy, Common Humanity and Authenticity: In Defense of a Pedagogy of Disruption
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    Chapter 16 The Hermeneutical Competence: How to Deal with Faith Issues in a Pluralistic Religious Context?
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    Chapter 17 Faith-Based Ideological School System in Israel: Between Particularism and Modernity
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    Chapter 18 Religious Values and/or Human Rights Values? Curriculum-Making for an Ethic of Truths
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    Chapter 19 Capturing Green Curriculum Spaces in the Maktab : Implications for Environmental Teaching and Learning
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    Chapter 20 Towards a Logic of Dignity: Educating Against Gender-Based Violence
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    Chapter 21 Islamization and Muslim Independent Schools in South Africa
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    Chapter 22 The Nature, Aims, and Values of Seventh-Day Adventist Christian Education
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    Chapter 23 The Gülen Philosophy of Education and Its Application in a South African School
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    Chapter 24 A Teacher’s Perspective on Teaching and Learning at a Muslim Faith-Based School in Cape Town
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    Chapter 25 Muslim Women and Cosmopolitanism: Reconciling the Fragments of Identity, Participation and Belonging
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    Chapter 26 Women, Identity and Religious Education: A Path to Autonomy, or Dependence?
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    Chapter 27 The Shaping of Ireland’s Faith-Based School System and the Contemporary Challenge to It
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    Chapter 28 Religious Education in a Time of Globalization and Pluralism: The Example of the United States
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    Chapter 29 Classroom Practice in a Faith-Based School: A Tale of Two Levels
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    Chapter 30 Faith-Based Schools in Japan: Paradoxes and Pointers
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    Chapter 31 Curriculum, Leadership and Religion in Singapore Schools: How a Secular Government Engineers Social Harmony and the ‘State Interest’
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    Chapter 32 Critical Fidelity and Catholic School Leadership
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    Chapter 33 So Who Has the Values? Challenges for Faith-Based Schools in an Era of Values Pedagogy
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    Chapter 34 Use of Islamic, Islamicized and National Curriculum in a Muslim Faith School in England: Findings from an Ethnographic Study
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    Chapter 35 A Mobile School – Bringing Education to Migrant Children in Goa, India
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    Chapter 36 Religious Education in Japanese ‘Mission Schools’: A Case Study of Sacred Heart Schools in Japan
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    Chapter 37 A Systems Approach to Enhancing the Capacity of Teachers and Leaders in Catholic School Communities to Link Learning, Student Wellbeing, Values and Social Justice
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    Chapter 38 Schools and Families in Partnership for Learning in Faith-Based Schools
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    Chapter 39 Learning for Leadership: An Evidence Based Approach for Leadership Learning in Faith-Based Schools
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    Chapter 40 Leading Australian Catholic Schools: Lessons from the Edge
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    Chapter 41 Faith-Based Non-government Organizations and Education in ‘Post-new War Societies’: Background, Directions and Challenges in Leadership, Teaching and Learning