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Exploring the beliefs and practices of the hermeneutical communicative model within a Melbourne Catholic primary school

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Abstract

In response to a religiously diverse and culturally enriched Australia, this paper will discuss the instance of one Catholic primary school which has taken up the challenge of engaging in Religious Education through integrating the beliefs and practices underlying the KU Leuven’s Hermeneutical Communicative Model to Religious Education. This insider reflection will provide a number of insights into the school’s professional practice and practical actions that can be taken to enhance the Catholic Identity of a school, as well as the impact on both learners and educators.

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Data availability

Student and teacher quotes are drawn from current research data that is compliant with guidelines related to Ethics approval through The University of Melbourne.

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Funding

This paper whilst not funded by the University of Melbourne relates to studies undertaken at a PhD level. The author has a Commonwealth funded not position to complete the PhD.

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  1. Melbourne Graduate School of Education, The University of Melbourne, Melbourne, Australia

    Christopher Reed

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  1. Christopher Reed
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Correspondence to Christopher Reed.

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Reed, C. Exploring the beliefs and practices of the hermeneutical communicative model within a Melbourne Catholic primary school. j. relig. educ. 69, 5–24 (2021). https://doi.org/10.1007/s40839-020-00124-4

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