Using metaphors to understand how educators in faith-based schools view professional learning

Abstract

This article is set in the context of multicultural 21st-century Australia, whose diversity is marked by religious plurality as well as varied ethnic groupings. The article reports on a study of professional learning in three Australian faith-based schools (Christian, Jewish and Muslim) that investigated the role such schools might play in the creation of an Australian society characterized by mutual respect and tolerance. The authors argue that professional learning which is underpinned by the Freirean concept of conscientization could be used as a significant strategy to support the empowerment of teachers in developing critical awareness. In this way, they would be better able to address the issues related to life in the rapidly changing 21st century within an increasingly multicultural society, and in particular to assist students in developing ethical judgments and a commitment to social justice. The authors examine the metaphors for professional learning that were articulated in the study. These helped to gain insights into the way the schools’ educational leaders understood professional learning, and also highlighted the nature and focus of each school’s professional learning program.