Towards a culture of dialogue among teachers: a qualitative research study

Abstract

This qualitative study follows upon and offers further analysis into the quantitative results of previous research into the beliefs styles of teachers in the Catholic primary schools of the Archdiocese of Armagh (Ireland). With the use of focus group and interviews, the study supports the previous findings of teachers who are, by and large, engaged believers with strong faith and a positive attitude towards plural society. Faith was seen as important for those who prepare children for the sacraments but not necessary for other teachers. Quite strikingly, teachers almost exclusively identified Catholic ethos with the passing on of core values. Faith is considered a personal matter but support for ethos and the delivery of Religious Education is welcome. Critique of the 2022 instruction from the Dicastery of Culture and Education shows the importance of including teachers of every belief style in bringing about a culture of dialogue within Catholic schools.

KEYWORDS:

• Catholic schools
• teachers
• Ireland
• dialogue

Acknowledgements

The author wishes to acknowledge the help and support of Sharon Haughey (St Mary’s University College, Belfast) throughout this research study. A special word of thanks is also owed to the primary school principals and teachers of the Archdiocese of Armagh who participated in this project.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Ryan K. McAleer

Ryan K. McAleer is a doctoral researcher at the Faculty of Theology and Religious Studies, KU Leuven and a member of the Research Unit Systematic Theology and Study of Religions. He is the former Diocesan Advisor for Religious Education in the Archdiocese of Armagh, Ireland. His doctoral research, under the supervision of Prof. Dr. Lieven Boeve and Prof. Dr. Didier Pollefeyt, explores the systematic theological foundations of the Catholic Dialogue School. A study of the dialogical philosophies of Emmanuel Levinas and Martin Buber will propose a rich concept of dialogue with which to understand divine revelation. This, in turn, will provide the systematic theological underpinnings for a vision of the Catholic Dialogue School in the post-secular, post-Christian, and post-conflict context of Northern Ireland.