Contested Professionalism and Spiritual Legitimization: Catholic Religious Education Teachers and the Theme of Spirituality in Contemporary Italian Schools
Based on observations and in-depth interviews with Catholic Religious Education teachers in Italy, this sociological study tackles “spirituality” as a register of legitimization in their professional settings. Compared with more established topics of “religious culture”, the motives of “spirituality...
| Κύριος συγγραφέας: | |
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| Τύπος μέσου: | Ηλεκτρονική πηγή Άρθρο |
| Γλώσσα: | Αγγλικά |
| Έλεγχος διαθεσιμότητας: | HBZ Gateway |
| Journals Online & Print: | Φόρτωση...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Έκδοση: |
MDPI
2024
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| Στο/Στη: |
Religions
Έτος: 2024, Τόμος: 15, Τεύχος: 1 |
| Άλλες λέξεις-κλειδιά: | B
Spirituality
B Religious Education B Justification B professional legitimization B Schools |
| Διαθέσιμο Online: |
Volltext (kostenfrei) Volltext (kostenfrei) |
| Σύνοψη: | Based on observations and in-depth interviews with Catholic Religious Education teachers in Italy, this sociological study tackles “spirituality” as a register of legitimization in their professional settings. Compared with more established topics of “religious culture”, the motives of “spirituality” appear as a lesser category of justification in teachers’ discourse in two significant aspects: teaching about “spirituality” as a necessary component of human experience, and talking about their own relationship to “spirituality” as proof of sincere commitment and/or professionalism. Thus, in the context of teachers’ labor, “spirituality” constitutes an ambivalent category that can serve the purposes of Catholic institutions as well as forms of criticism of authority. |
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| ISSN: | 2077-1444 |
| Περιλαμβάνει: | Enthalten in: Religions
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| Persistent identifiers: | DOI: 10.3390/rel15010130 |