The presentation explores the concept of recontextualisation in Catholic Religious Education within the Australian context, where students now come from diverse backgrounds with varied faith perspectives and life experiences. While only a small percentage of young Christians actively practice their faith, much of the curriculum still assumes a monocultural Catholic worldview. This reliance on reconfessionalisation—reinforcing church identity through catechetical teaching—risks alienating students and fails to acknowledge the pluralistic reality of classrooms today.
Recontextualisation, by contrast, emphasizes dialogue, mutual discovery, and respect for difference. Rather than assuming Christianity as the dominant worldview, it creates space for questioning and shared exploration. Inspired by examples such as Jesus’ encounter with the Samaritan woman, recontextualisation shifts agency from teachers to students, promoting authentic engagement with faith and meaning-making. This approach requires maturity, openness to paradox, and willingness to integrate tensions, encouraging students and teachers alike to grow through dialogue.
Catholic education systems, including those in Victoria and Brisbane, highlight the importance of dialogue, symbolic imagination, and a contemporary theology of mission in cultivating strong Catholic identity today. Rooted in movements dating back to Pope John XXIII, recontextualisation responds to cultural changes by prioritizing encounter, justice, and discernment of the signs of the times. Ultimately, it reframes the central question from “What is truth?” to “How do we arrive at truth?”—emphasizing a journey of shared exploration in a plural world.
Journal and reflect on the following
How does the shift from a monocultural Christian context to a pluralistic classroom impact the way we teach Religious Education today?
What risks or challenges arise from relying too heavily on reconfessionalisation in Catholic schools?
In what ways does recontextualisation invite students to take greater ownership of their learning and faith journey?
How can dialogue with people of different worldviews enrich both personal faith and communal identity?
What can the story of the Samaritan woman at the well teach us about engaging with students in a non-judgmental and open way?
How does embracing paradox, as suggested by Parker Palmer, help educators hold together differing perspectives in the classroom?
How can Catholic schools balance the preservation of Catholic identity with openness to other traditions in a way that fosters justice, reconciliation, and peace?
Discuss
Song - All are welcome
Final Prayer
Loving God, we thank You for the richness of diversity that surrounds us and for the many voices that shape our understanding of truth. Teach us to listen with open hearts, to hold differences in humility, and to discover Your presence in the questions as much as in the answers. May our classrooms and communities become places of true dialogue, where faith is deepened through respect, justice, and love. Give us the courage to let go of power, the wisdom to embrace paradox, and the grace to see Your image in every person we meet. Amen.
Affirmation - I agree with the content on this web page. (By J. B. - Association Member - from AUSTRALIA. - 2023-11-7)
Discern - How can we apply the principles of the Marist Method to navigate complexities, conflicts, or dilemmas raised by the content? (By A. D. - Marist Laity - from AUSTRALIA - 2023-11-26)
Add to Conversation
Rating for
November
1
Please click to rate 'thumbs up' or 'thumbs down'...
