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The Training and Development of Adult Religious Educators

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The Training and Development of Adult Religious Educators THE TRAINING AND DEVELOPMENT OF ADULT RELIGIOUS EDUCATORS AND LEADERS FOR CANADIAN CATHOLIC PARISHES: A HISTORIOGRAPHICAL ANALYSIS 1983 TO 2011 AND FUTURE DIRECTIONS A Dissertation Submitted to the College of Graduate and Postdoctoral Studies In Partial Fulfillment of the Requirements For the Degree of Doctor of Philosophy In the Department of Educational Administration University of Saskatchewan Saskatoon By LUCILLE MARIE OTERO © Copyright Lucille Marie Otero, July, 2017. All rights reserved. Permission to Use In presenting this dissertation in partial fulfillment of the requirements for a Postgraduate degree from the University of Saskatchewan, I agree that the Libraries of this University may make it freely available for inspection. I further agree that permission for copying of this dissertation in any manner, in whole or a part, for scholarly purposes may be granted by the professor or professors who supervised my dissertation work or, in their absence, by the Head of the Department or the Dean of the College in which my dissertation work was done. It is understood that any copying or publication or use of this dissertation or parts thereof for financial gain shall not be allowed without my written permission. It is also understood that due recognition shall be given to me and to the University of Saskatchewan in any scholarly use which may be made of any material in my dissertation. Requests for permission to copy or to make other uses of materials in this dissertation in whole or part should be addressed to: Head of the Department of Educational Administration College of Education University of Saskatchewan 28 Campus Drive Saskatoon, Saskatchewan S7N 0X1 Canada OR Dean College of Graduate and Postdoctoral Studies University of Saskatchewan 105 Administration Place Saskatoon, Saskatchewan S7N 5A2 Canada i Abstract The purpose of this study was to investigate what approaches to facilitating the training and development of adult religious educators and leaders for Canadian Catholic parishes were undertaken in the 1983 to 2011 period. Drawing on educational scholarship, especially Lave and Wenger’s (1991) work on communities of practice (CoPs), the objectives of this study were to analyze these past approaches with respect to their key features and processes, and to investigate the manner in which any of these approaches exhibited the characteristics of a CoP. Given a CoP’s three structural elements of domain, community, and practice, and its key features of situated, contextual, and relational learning, an ancillary objective was also to consider the extent to which the CoP framework may be an appropriate approach to train and develop adult religious educators and leaders for different Canadian parish contexts. This qualitative instrumental case study employed historical methodology and was guided by the constructivist paradigm. Documentary research and interviews were the two data collection methods in this study. The principal and major source of data were documents supplemented by interviews. This study had two phases of data collection. In the first phase, data from documentary sources were collected. In the second phase, to elaborate upon the documentary data, interviews were conducted with five research participants who were selected due to their diverse and extensive knowledge and experience relevant to the training and development of adult religious educators and leaders for Canadian Catholic parishes. The findings showed approaches to training included non-formal lay ministry education programs, higher education opportunities, eclectic and fragmented approaches, and community- based strategies. Also, the findings revealed related challenges and concerns. The findings suggested the CoP approach may be one feasible community-based strategy to facilitate the training and development of adult religious educators and leaders. Insights from the CoP framework may offer a mechanism to facilitate this training and development, or from a community development perspective, mobilize existing, or even unidentified talents and gifts already present in the parish community. The CoP approach may be responsive to an individual parish’s unique circumstances and needs, especially in the contemporary Canadian ecclesial and sociocultural context. ii Acknowledgements I would like to express my deep gratitude to Dr. Michael Cottrell, my Ph.D. mentor and supervisor and professor in my M.Ed. and Ph.D. programs, who always had an open door, a listening ear, and who kindly journeyed with me as I progressed through my M.Ed. and Ph.D. programs. I especially thank him for his advice, guidance, and support of my Ph.D. study, giving me space and freedom, and trusting me to find my way in a challenging study. I share this achievement with him. I would like to express my appreciation to the members who served on my Ph.D. Advisory Committee: Dr. David Burgess (Chair), Dr. Paul Newton, and Dr. Warren Noonan of the Department of Educational Administration, and cognate member, Dr. Christopher Hrynkow, Department of Religion and Culture, St. Thomas More College, University of Saskatchewan. Their constructive feedback helped me improve my dissertation. I would like to offer my very special thanks to Dr. Jane Regan, Chair of the Department of Religious Education and Pastoral Ministry and Associate Professor of Theology and Religious Education, Boston College School of Theology and Ministry, for serving as my External Examiner and for suggesting revisions in my dissertation which I greatly valued. I am grateful to the Faculty in the Department of Educational Administration for fostering a welcoming and congenial environment, and for contributing to wonderful learning experiences and my intellectual growth. I flourished in such an environment. I would like to extend very special thanks to Dr. Patrick Renihan for his ongoing kind interest in my academic work. I also wish to acknowledge Dr. Vivian Hajnal, one of my Ph.D. professors, tragically deceased in a motor vehicle accident May 19, 2016, whose caring friendliness I hold in my memories. I would like to express my thanks to the Sisters of Charity of the Immaculate Conception for their very generous scholarship from the Honoria Conway Scholarship Fund for lay women. I thank my fellow students, Teddy Bandima, Rob Liggett, Maryam Madani-Larijani, Terrance Pelletier, and Jeff Solheim, for their camaraderie. I would like to express my thanks to family members and friends for their constant encouragement. I give my heartfelt thanks to my husband, Dr. Francisco Otero-Cagide, for his affection and steadfast support of my academic endeavors over the past seven years. iii Given that I reside in a province which had 20 residential schools, 10 of them operated by the Roman Catholic Church (TRC, 2011), and has one of the largest Indigenous populations in Canada, I followed the Canadian Catholic Church’s responses to the Truth and Reconciliation Commission of Canada. Throughout my professional and academic life, I was privileged to interact with Indigenous Canadian colleagues and students and learn about Indigenous spirituality, thereby enriching my understanding of Catholicism. As a Roman Catholic Canadian of French descent and a lifelong resident of Saskatchewan, I acknowledge I live in the traditional territory of Treaty Six original homeland of the Neyinowak (Cree), Dakota, and Métis peoples. iv Permission to Reproduce Portions of Chapters One, Two, and Five were published prior to the completion of the dissertation in the Journal of Adult Theological Education. Permission to reproduce portions of the published article was granted by the Taylor & Francis group on October 25, 2016. Otero, L., & Cottrell, M. (2013). Pioneering new paths for adult religious education in the Roman Catholic community: The promise of communities of practice. Journal of Adult Theological Education, 10(1), 50–63. doi:10.1179/1740714113Z.0000000004 Portions of Chapters One, Two, and Five were published prior to the completion of the dissertation in Fidelitas: The Journal of the Fellowship of Catholic Scholars (Canada). The author has the right of republication in the dissertation, subject only to the author giving proper credit to the original publication in Fidelitas. Otero, L. (2016). The Catholic Church’s perspective about adult religious education and evangelization and the role of the parish community. Fidelitas: The Journal of the Fellowship of Catholic Scholars (Canada), 9(1), 38−67. v Dedication After the love that unites us to God, conjugal love is the greatest form of friendship. It is a union possessing all the traits of a good friendship: concern for the good of the other, reciprocity, intimacy, warmth, stability and the resemblance born of a shared life. Amoris Laetitia (The Joy of Love), para. 123 Pope Francis, 2016 To Francisco, my beloved husband, my best friend and life companion, for his love, and constant encouragement and support through my Master of Education and Doctor of Philosophy programs, and through our journey of life together. I am so blessed! ¡Muchísimas gracias, amor de mi vida! ¡TE QUIERO MUCHO! vi TABLE OF CONTENTS Permission to Use ........................................................................................................................... i Abstract .......................................................................................................................................... ii Acknowledgements .....................................................................................................................
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