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An Exploration of How Identity Leaders Perceive and Institutionalise the Edmund Rice Charism

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An Exploration of How Identity Leaders Perceive and Institutionalise the Edmund Rice Charism AN EXPLORATION OF HOW IDENTITY LEADERS PERCEIVE AND INSTITUTIONALISE THE EDMUND RICE CHARISM Conor Francis Finn B.A. (UQ), B.Ed. (UQ), M.Ed.L. (ACU) A thesis submitted in total fulfilment of the requirements of the degree of Doctor of Philosophy School of Educational Leadership Faculty of Education Australian Catholic University Research Services Locked Bag 4115 Fitzroy, Victoria 3065 Australia August 2013 STATEMENT OF AUTHORSHIP AND SOURCES This thesis contains no material published elsewhere or extracted in whole or in part from a thesis by which I have qualified for, or been awarded, another degree or diploma. No parts of this thesis have been submitted towards the award of any other degree or diploma in any other tertiary institution. No other person's work has been used without due acknowledgement in the main text of the thesis. All research procedures reported in the thesis received the approval of the relevant Ethics Committee (Appendix A). Signed: Date: August 2013 Conor Francis Finn ii ACKNOWLEDGEMENTS This thesis has been completed with the significant inspiration and support of a number of influential people to whom I am eternally grateful. First, I thank my wife and best friend, Sharyn, for her selfless love and patience in allowing me to place my needs ahead of hers. Without her, nothing is possible. I also thank my parents Mary and Joe whose emigration and sacrifice made the impossible possible. Second, I thank my supervisor, Associate Professor Denis McLaughlin, for his friendship, scholarship and guidance that challenged and encouraged me to meet the demands of this study. I value highly his courage, wisdom and expertise. Third, I thank the participants of the research for allowing me be a part of their journey and for being a source of inspiration. In particular, I am indebted to members of Edmund Rice Education Australia, who endorsed the conduct of the research. I also thank the many Christian Brothers for their cherished expressions of support and interest. It is from the service of Edmund Rice Education Australia and the Christian Brothers that possibility arises, and it is to their service and communion to which this small contribution is offered. Finally, I thank Br Damien Price cfc for being a constant source of friendship, disturbance and inspiration to me. iii ABSTRACT The leadership and governance of Edmund Rice schools is in a period of transition brought about by the transferral of the administration of over 48 schools from the Christian Brothers to the lay administered Edmund Rice Education Australia (EREA). This transition has generated differences of opinion concerning the authentic identity of Edmund Rice education. The issue of the contesting perspectives of what constitutes authenticity of the Edmund Rice charism, and how the perception of the charism is institutionalised in Edmund Rice schools, is the research problem for this thesis. The purpose of the research is to explore how Identity Leaders perceive and institutionalise the Edmund Rice charism. The Identity Leader is the staff member in an Edmund Rice school appointed by the principal to give life and witness to the distinct mission and identity of their school. This dynamic is dependent upon their ability to demonstrate an understanding of, and commitment to, the Edmund Rice charism. In order to explore this, the following questions focus the conduct of the research: 1. What do Identity Leaders perceive are the essential characteristics of the Edmund Rice charism? 2. How do Identity Leaders institutionalise the Edmund Rice charism in their school? The research adopts a constructionist epistemology. An interpretive theoretical perspective is utilised, adopting the social theory of symbolic interactionism. A case study methodology is appropriate for the research as it explores a particular phenomenon within a bounded context. The data-gathering strategies of questionnaire and semi-structured interview are employed for the research. The participants in the study are Identity Leaders in schools within EREA. The perceptions of these purposefully selected participants offer rich insights into understanding the phenomenon of the Edmund Rice charism. In addition to Identity Leaders, other informants were the Executive Director of EREA, the Director of Identity of EREA and Christian Brothers who currently hold, or have held, executive responsibility. iv Limitations of the research include the researcher’s own bias and interpretation as the primary instrument of data collection and analysis, as well as the researcher’s professional relationship with a number of the participants as colleagues. The limitations of case study methodology are acknowledged regarding transferability of conclusions to other individuals, groups or contexts. The research generated two conclusions that contribute to new knowledge. Firstly, a pseudo-charism may be cultivated within an Edmund Rice school when decisions are made inconsistent with the Edmund Rice charism. Legitimisation of such decisions may be derived from domesticated interpretations for reasons of self-preservation that justify the contestable status quo. When this justification occurs, the focus appears to be primarily on the needs of the institution, rather than on authentically implementing Rice’s educational mission. Secondly, a work-orientated culture may be cultivated when the school is so preoccupied with the activities of “succeeding”, that there is a failure to engage in an authentic institutionalisation of the Edmund Rice charism. A work-orientated culture may occur when a school’s members are ambivalent, or indeed embarrassed by Jesus’ mission, or the Edmund Rice charism and success is measured by achievements associated with status and aggrandisement. The research generates three conclusions that contribute to practice. Firstly, the misplaced loyalties of leadership may lead to professional values and decision-making inconsistent with the Edmund Rice charism. Where misplaced loyalties occur, school leadership may be unable to entertain other perspectives different to their myopic vision for the school, and the reputation of the Edmund Rice school may be prioritised before the values of the Edmund Rice charism. Secondly, Identity Leaders are required to demonstrate prophetic leadership characterised by a practical spirituality, reflective practice and charismatic relationships, in order to institutionalise the Edmund Rice charism. Thirdly, Identity Leaders are required to promote an education for liberation that is characterised by a holistic and critical curriculum inclusive of service and solidarity learning as well as, an authentic engagement with the poor and marginalised. An education for liberation is also mediated through initiatives such as reflective practice, retreats, masses and liturgies, bursaries, immersion experiences and justice and peace education. v GLOSSARY OF TERMS Charism “Graces of the Holy Spirit which directly or indirectly benefit the Church, ordered as they are to her building up, to the good of men and women, to the needs of the world”. (Catechism of the Catholic Church, 1994, par. 799) Church The Roman Catholic Church is a Christian denomination of believers who are “in communion” with the papacy. It is the largest Christian church currently in existence, and is led by the Pope who is based in the Vatican. It is characterised by an episcopal hierarchy, a belief in seven sacraments and the authority of tradition alongside scripture. Culture A pattern of shared basic assumptions learned by a group as it solved its problems of external adaption and internal integration that worked well enough to be considered valid and, therefore, to be taught to new members as the correct way to perceive, think, and feel in relation to those problems. (Schein, 2004, p. 17) Edmund Rice School Catholic schools in the Edmund Rice tradition were formerly known as Christian Brothers' schools because they were governed and conducted by the Christian Brothers. Today these schools are governed nationally by Edmund Rice Education Australia. They operate within a framework of common values and are linked through their commitment to The Charter (EREA, 2011a). EREA Edmund Rice Education Australia (EREA) is a separate canonical and civil entity “within the Catholic Church separate from, but still related to, the Christian Brothers” (CCB, 2012c, p. 1). EREA continues its mission of Catholic education in accord with the Edmund Rice charism and is vi made up of 48 Edmund Rice schools. These comprise 33 Catholic mainstream schools, a Montessori Pre School and 14 Flexible Learning Centres located in all states and Territories of Australia. To support and sustain their schools in mission and education, EREA has a governance model that includes a Council responsible for governance, a Board responsible for oversight of the administration of the schools and an Executive responsible for implementing policy, strategic direction and providing services and support to the schools. Identity Leader The Identity Leader is the staff member in an Edmund Rice school appointed by the principal to give life and witness to the distinct mission and identity of their school. Institutionalisation The process of translating the Edmund Rice charism into reality in the school’s operations, organisation, programs, policies, goals and purposes. (Starratt, 2003) Second Vatican Council The Second Ecumenical Council of the Roman Catholic Church held at the Vatican 1962-1965 to discuss and settle matters of Church doctrine and
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