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Abstract
This grounded theory research examined the impact of religious perspective on the Sydney Anglican Schools’ Corporation (SASC) and Christian Education National (CEN). These two systems are part of the Independent School sector in NSW and both have a strong Christian basis. Indeed a premise of the research was an assumption that both systems share common theological foundations and influences. They are also subject to some common cultural factors, but at the same time there are differences that will be discussed. These factors are historical, political, economic, social, and educational.
The project comprised two phases–interviews with system leaders and school visits. The school visits included school leader surveys, classroom observation, and student group interviews. At the conclusion of Phase 1 a preliminary grounded theory was posited. This proposition was then revisited at the conclusion of Phase 2 with a final grounded theory suggested.
The focus of the research was an understanding of the integration of Christian faith with the educational process. From the assumed theological commonality one could expect a similarity in the way a Christian perspective impacts the vision and practice of these systems. Although some convergence of impact has been observed and may indeed increase, there remains, however, a strong discernible divergence of vision and practice between the two systems.
The reasons for such divergence are both theological and cultural and the impact of the one on the other. The research has demonstrated the deeply contextualised nature of theology; identified nuanced differences in theology and appropriation of worldview; and highlighted the significance of cultural forces in shaping the different visions and practices of Christian schools despite basic theological commonality.
The Grounded Theory posited from the data collected and analysed is:
The patterns of Christian schooling are shaped by a symbiotic relationship between the theology and worldview of key stakeholders and the interaction with the cultural context.
General implications for education and, in particular Christian education and schooling, have been discussed and specific recommendations to both systems have been suggested. The research findings add to the growing knowledge about the nature and efficacy of Christian schooling.