Faith-Based Education in Changing Social, Economic, and Political Contexts: Perspectives from Catholic Educators in Kenya
One prominent issue in developing education systems globally has been the relation between state and non-state actors. In this country case study, we explore how social, economic, and political changes in Kenya are impacting the mission, focus, and operations of faith-based—and specifically Catholic...
| Publié dans: | The review of faith & international affairs |
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| Auteurs: | ; ; |
| Type de support: | Électronique Article |
| Langue: | Anglais |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
Routledge, Taylor & Francis Group
[2019]
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| Dans: |
The review of faith & international affairs
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| RelBib Classification: | CH Christianisme et société KAJ Époque contemporaine RF Pédagogie religieuse ZB Sociologie |
| Sujets non-standardisés: | B
Church
B Faith-based B Education B State B Kenya B Schools |
| Accès en ligne: |
Volltext (Resolving-System) |
| Résumé: | One prominent issue in developing education systems globally has been the relation between state and non-state actors. In this country case study, we explore how social, economic, and political changes in Kenya are impacting the mission, focus, and operations of faith-based—and specifically Catholic—schools. Drawing primarily from four focus group discussions with head teachers from 36 government-aided, Catholic-sponsored primary schools, we explore the question: How is the Kenyan state's growing capacity to regulate education impacting Catholic-sponsored schools in pursuing their distinctive mission(s)? We find many head teachers have concerns that increasing state control may decrease autonomy in ways that threaten the integrity of the schools' faith-based mission. |
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| ISSN: | 1931-7743 |
| Contient: | Enthalten in: The review of faith & international affairs
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| Persistent identifiers: | DOI: 10.1080/15570274.2019.1681730 |