Faculty of Education

Faculty of Education
Faculty of Education

Rosa Bruno-Jofré Awarded SSHRC ​Connection Grant

Rosa Bruno-Jofré

Dr. Rosa Bruno-Jofré, applicant and principal investigator, and Dr. Paulí Dávila, co-applicant (University of the Basque Country), have been awarded a SSHRC Connection Grant for their study entitled Catholicism and Education: Fifty Years After Vatican II (1962-1965): A Transnational Interdisciplinary Encounter.

On the occasion of the celebration of the 50th anniversary of Vatican II, two research groups are collaborating on Catholic history: the Faculty’s Theory and History of Education International Research Group, coordinated by Drs. Bruno-Jofré and James Scott Johnston with the assistance of Jon Igelmo Zaldivar; and the Group of Historical and Comparative Studies in Education (Garain) coordinated Dr. Paulí Dávila from the Faculty of Philosophy of Sciences of Education, University of the Basque Country, Spain.

Drs. Elizabeth Smyth (University of Toronto), Gonzalo Jover (Universidad Complutense de Madrid), Luis Maria Naya Garmendia (Universidad del Pais Vasco) are collaborators. Twenty scholars will participate in this project.

The scholars aim to examine the emergent historical configurations and changes that occurred in Catholic education from the 1960s onward. The Connection Grant will allow them to participate in a symposium from June 2-5, 2015 at the University of the Basque Country to discuss their research papers and generate connections among them. Two public panels in the evenings will reach a broader audience.

The symposium and resulting book will provide first a historical conceptual overview of the tenets of Catholic education over the last two centuries, its critical social dealignment in the 1960s, and a discussion of theological changes after Vatican II and their implications for Catholic education. Next, it will examine the relationship between Church and state, as well as of the intersection of the Catholic experience with the social imaginaries of the 1960s and 1970s. This will be done through the analysis of Catholic education in France (the cradle of many congregations with missions in the countries to be studied), Spain, Canada, and Chile.

The case studies on Spain will focus on the conjuncture created by changes in the Church in the 1960s and the period of late Francoism. After discussing the processes of re-signification of missions, which started to gain ground in the 1960s when John XXIII appealed to religious congregations to go to Latin America, the case studies will address the apostolate work of female Canadian teaching congregations in Canada and abroad. Attention will be paid to the way the missionary experience affected the congregations at home. Not less important is the way in which claims of the social movements of the 1960s were translated into arguments that actively demanded funding for Catholic schools in Ontario.

After Vatican II, the Catholic school curriculum and classroom went through various processes confronting change. In the case of Canada, the study will trace the changes and propose a renewed curricula in religious studies. In the case of Chile, the study will examine the social commitment of various Catholic schools serving different socioeconomic constituencies as expressed in their mission statements, and how the latter relate to Vatican and Latin American and Chilean Catholic documents.

Next, matters pertaining to Catholicism and Aboriginal education in Canada will be addressed from two perspectives: a philosophical one, arguing that Catholic schools embodied a worldview that separated people from place and approached the non-human world as a resource; and the Catholic religious view, narrating how Catholic Boards of Education in Ontario are working with elders and communities to make faith meaningful to Aboriginal communities. Another study will include an analysis of the social pedagogical dimension of changes in the Catholic Church and the intersection of Catholicism, Marxism, humanism, psychoanalysis, and new understandings of human sexuality that led to cultural artistic expressions that carried a complex political pedagogical vision with implications for curriculum.

The symposium and resulting book will be concluded with a reconstruction of the varying studies and a reflection on their points of intersection, opposition, and configuration. The symposium will also include an art exhibition, with pieces reflecting on how artists' (educators and students) experiences with Catholic education influenced their personal identity and/or that of their communities.

Congratulations to Dr. Bruno-Jofré and her team on their grant!  We look forward to the resulting book.

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