A Thesis Subniitted in Conformity with the Requirements Ontario Institute
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A CATHOLIC ADHXNISTRATOR'S NARRATIVE3 OF HER SPIRITUAL EDUCATION Maureen Elizabeth Dunne A thesis subniitted in conformity with the requirements for the degree of Doctor of Philosophy Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education of the University of Toronto @ copyright by Maureen Elizabeth Dunne 1998 National Library Bibliothèque nationale 1+1 ofCamda du Canada Acquisitions and Acquisitions et Bibliographie SeMces services bibliographiques 395 Wellington Street 395. rue Wellington Oftawa ON K1A ON4 OttawaON KIAON4 Canada Canada The author has granted a non- L'auteur a accordé une licence non exclusive Licence allowing the exclusive permettant à la National Library of Canada to Bibliothèque nationale du Canada de reproduce, Ioan, distn'bute or sell reproduire, prêter, distn'buer OU copies of this thesis in microform, vendre des copies de cette thèse sous paper or electronk formats. la fome de microfiche/film, de reproduction sur papier ou sur format électronique. The author retains ownership of the L'auteur conserve la propriété du copyright in this thesis. Neither the droit d'auteur qui protège cette thèse. thesis nor substantial extracts from it Ni la thèse ni des extraits substantiels may be printed or otherwise de celle-ci ne doivent être imprimés reproduced without the author's ou autrement reproduits sans son permission. autorisation, A Catholic Administrator's Narrative of Her Spiritual Education Maureen Elizabeth Dunne Doctor of Philosophy Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education/University of Toronto 1998 In this autobiographical narrative thesis 1 seek to understand the awakening of my persona1 spirituality as it unfolds within the institutional authority structures in which 1 have lived and worked in a Roman Catholic school system in the Canadian province of Newfomdland and Labrador. The thesis traces my developing spiritual i ty f rom my childhood to the completion of the thesis and follows a narrative thread of relationship to authority, The chapters are linked by a structural metaphor'and move through a discussion of narrative theory, provincial narrative history, early transcendent images of God, cocreativity in the workplace, interpretation of the authority issues in the educational political turmoil in Newfoundland, synthesis of spiritual meaning and a narrative of the research process itself. The thesis employs a narrative methodology and a reflective consideration of stories of experience to identify the central dialectics operant in my life: the tension between masculine and feminine ways of knowing and being, the moral authority underlying sacred and secular values in education, the interplay between justice and care in moral reasoning, the shifting balance between external authority and interna1 autonomy. The field texts considered include personal journals, papers, poetry, interview transcriptç, provincial government ref orm documents and local newspaper reports. In exploring the tensions in these dialectics. important insights unfolded. Learning occurred as reflection on the stories enabled me to tell new stories about the tensions within dialectics, retellings that restored continuity to my personal narrative. One of my most important learnings was that my development of self was moderated by my objectification of authority figures in 1-It relationship and it was not until 1 experienced an 1-Thou relationship with authority that 1 could claim an inner personal authority that strengthened my spiritual being and sense of self. In so doing, the thesis process inspired an awakening of a new personal spiritual consciousness. one that embraces both the convergences and the wholeness of the dialectics from which it emerged, and one that is begiming to comprehend the interrelatedness of spirituality and story. iii Dedicated to my family, Mom and Dad, Andrea, Kieran, Toby and particularly to Jim With love and gratitude PERSONAL ACKNOWLEDGEMENTS 1 have been blessed throughout my lifetime by the caring presence of many, many people - family, friends, CO-workers, academic colleagues, Without the love and support of these persons, this thesis could never have been completed. It is difficult to know where to begin to express my gratitude. First of all, 1 wish to thank my employers - the trustees and professional staff of the former Roman Catholic School Board for St . John's and later, the Avalon East School Board. In particular, 1 am indebted to Brian Shortall and Thelma Whalen, Chief Executive Officer and Assistant Director of Personnel respectively, for their patient and positive responses to my repeated requests for leave to complete the writing of the thesis. My colleagues at the former board, Tomi Cleal , Harold Stapleton, Brian Galway, David Locke, Roger Laster were enormously supportive and encouraging, Sister Mary Nolasco Mulcahy, the former Chair of the Roman Catholic Board, was always interested in my work and even on her deathbed invited me to review the structure of the thesis and gave me excellent feedback. The staff of my new school have been friendly and welcoming after a long period of waiting for their new principal to take up her new position, 1 am grateful especially for the cornpetence of my assistant principal, Brendan Rumsey, who energized and sustained the school in my absence. The Loretto Sisters and the extended community of Loretto College in Toronto have provided a wonderful environment in which to live and work. Their prayers, remembranees, kind gestures, and liveiy dimer table conversations offered an unfailing positive attitude that sustained me in the loneliest moments of the thesis writing, as 1 laboured far away from home and family, Especially 1 wish to thank Leslie Crawford who was a companion on the thesis journey and a source of wise advice; Sister Rose Marie Goguely who cared for me when 1 was il1 and who gave me the book The Woman Sealed in the Tower which was to become pivota1 in the thesis structure; Gai1 Fox with whom 1 shared a special Newfoundland comection. Thank you to Dorothy and Katherine for friendship shared over nightly cups of tea and thanks also to Sarah, Shelley, Geraldine, Leona, Santou, Floriane, Donna, Lisa, Mary, Tina, Toyleen, Naomi, Patricia, Yannick, Shirley, and other extended community members for the peacefulness of the life we shared. Thank you especially to al1 the Loretto Sisters with whom it has been a privilege to live: Olga, Elizabeth, Lois, Marina, Betty, Marion, Angela, Anne, Anne Marie, Jeanne. They shared their lives and home with us with love and generosity. Their kind hospitality to me and to my family on their frequent visits to the College will always be remembered. There have been many other f riends who have shared the journey with me: the "club girls" at home, Sharon, Sheila, Lorraine, Kay, Jean, Alice, Gerri, and Eileen who have celebrated every step along the way and whose newsy letters brought me great merriment and the comfort that only life-long friendships can bring; Mary and Aiden Craig who frequently brought sweet treats to my family at home and who cared lovingly for us all; Dick and Sydney Dunne for their interest and Bob and Diane CoIford for their frequent dimer invitations to my 'motherless' family; Mary Smart, whose hospitality and generosity and intelligent conversation never failed to delight me; Father Vernon Boyd, S.J. who made special efforts to spend time with me and who was always interested in the development of the thesis; Heather Reeves who entered into the conversation with me, acting as my Newfoundland academic cornpanion. And there were the friends that 1 made through the Centre for Teacher Development whose passion for narrative knowing bonded us al1: Barbara and Deirdre with whom 1 shared a special friendship developed not only through a common research effort but also wonderful conversation, much laughter, and shared meals; JO-an, Ming Fang, Joann, Deborah, Vicki, Manuela, Isabella, Angela. Marion, Rosalie, Florence, Nettie, Bev, Sally, Linda, whose attentiveness to the mission of the Centre built a very strong community, A special note of gratitude to both Marilyn Dickson and Florence Samson for their careful reading and editing of the thesis text . Among my OISE friendships, two in particular have blossomed into relationships that have become experiences of the 'BetweenR, those with Dolores Furlong and Inez Houlihan. Delores assisted me throughout the months of preparation for comprehensive exams and was invaluable in her assistance in helping me locate and name the focus of my educational passions. She has listened patiently to long essays read over the phone and of fered insightful feedback and suggestions; she edited early versions of the thesis drafts. Dolores has a rare insight into the truth of peoples' hearts and has an uncanny ability to draw it out with affirrning love and compassion. When f think about how I might acknowledge Inez, my heart swells with the effort. We have spent endless hours in conversation, Inez always as intensely involved in rny research as in her own. There were countless conversations which began with her saying, "Ifve been thinking about your thesis and ....* Entirely non-judgmental and constantly 'in the storyr, fully understanding an experience in the multiple perspectives of its historical contexts, she offered perceptive insights into my own stories and constantly challenged quick or superficial responses. Both Inez and Dolores are brilliantly insightful and I am incredibly grateful for the presence of two such companions on my thesis journey. The participants in my research, Mr. Fallon and Dr, Fagan. have been wonderful coresearchers. They were open and honest in the interview process and more than generous with their time in reviewing the field texts. 1 am very grateful for their participation and their interest. Special thhanks are owed to Michael McCarthy who supplied me with historical information and dnswered my many questions about historical details. My thesis committee has provided excellent academic and emotional support.