A hopeful or hopeless future? Perspectives on the challenges and opportunities in Catholic education
Author Identifier
Linda Cranley: https://orcid.org/0000-0003-0008-4542
Document Type
Journal Article
Publication Title
International Studies in Catholic Education
Publisher
Taylor & Francis
School
School of Education
Publication Unique Identifier
10.1080/19422539.2025.2482209
RAS ID
78785
Abstract
The research presented in this paper offers a significant contribution to existing discourse that explores the challenges and opportunities within Catholic education. In an increasingly secularised world, Catholic education continues its mission to form and inform young people in the faith. The Church acknowledges that the Catholic school enacts the mission of the Church in society and does so despite a detraditionalised cultural context. The Global Researchers Advancing Catholic Education, known as G.R.A.C.E, was formed to act as a global network of Catholic educators to respond to the ‘signs of the times’ in an innovative and integrated way. This paper presents findings from a qualitative study that sought perspectives on the challenges and opportunities in Catholic education. This research is unique in that it investigates both the similarities and differences of this lived experience in Catholic education within a gathering that comprised participants from five countries. The participants of the research included clergy, academics and school leaders, resulting in a broad representation of Catholic education and providing an avenue for multiple perspectives to be gained. The findings and recommendations point to a hopeful future, despite experiences of hopelessness.
DOI
10.1080/19422539.2025.2482209
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Comments
Robinson, C., & Cranley, L. (2025). A hopeful or hopeless future? Perspectives on the challenges and opportunities in Catholic education. International Studies in Catholic Education. Advance online publication. https://doi.org/10.1080/19422539.2025.2482209