Edited By Stephen G. Parker, Rob Freathy and Leslie J. Francis
12 The Roots of Memory and the Space of Religious Education in Catholic Schools in Canada
This chapter draws attention to two outstanding twentieth-century women pedagogues, Françoise Darcy-Berubé (1922–) and Christiane Brusselmans (1930–1991), by highlighting their significant contributions to the development of Religious Education in Catholic schools in Canada. Tracing the contours of Françoise Darcy-Berubé’s and Christiane Brusselmans’ pedagogical visions, this investigation is framed along three critical fronts: first, the forging of new frameworks in education and theology that brought fresh layers of interpretation to old and routinized understandings of curriculum structure, context, and content; second, the envisioning and implementation of a Religious Education methodology that inspired a new consciousness about the relational, social, cultural, and aesthetic dimensions of educational encounter; and third, the shaping of a hospitable and dialogical curriculum that connected with human experience and fostered the exploration of new openings and possibilities for teaching and learning in the classroom. Historically, the chapter illuminates the paradigmatic shift in the vision of and approach to Religious Education over the past fifty years, along with its perspectives of renewal. The instrumental work of Berubé and Brusselmans in bringing this renewal to bear in Canada is of critical importance in this chapter, in particular their efforts in moving toward a more inclusive, comprehensive, and holistic understanding of curriculum and teaching. ← 273 | 274 →
With the eye of memory, this chapter examines the contributions of two outstanding twentieth-century women pioneers in Religious Education from the perspective of their lasting contribution to catechesis in Catholic school...
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