Reading+08



Please leave your summary below by: If you have any problems, please contact Mary McAuliffe on 4773 0982 or mmcauliffe@tsv.catholic.edu.au
 * 1) Click //Edit// on top right
 * 2) Below the line, type in your summary of exact quotes and page number references for your chosen readings.
 * 3) Click //Save//, (located towards right of the tool bar). You can //Edit// as many times as you need to, but just make sure you //Save// before leaving a session
 * 4) There are three tabs along the top. Click the //Discussion Tab// if you have any questions or further discussion about this summary. It will be helpful to click on //Notify Me// to let all other members of the group know (by email) that your summary has been added.

Reading 8: Ranson (2006). // Quotes. // Selected by M.Elliott.  “The historic partnership in the Australian context between parish and school finds itself today...in a new choreography” (p.417).  “First, the success of the Catholic education system ... has meant that the Australian Catholic school has social prestige and is sought by a wider, non-churched population” (p.417).  “Secondly, continuing diminishing parish participation has realistically meant that not a few parishes could not be viable without the presence of the school” (p.418).  “Thirdly, the stark possibility that the parish priest ... will not be resident within the community for which they have pastoral leadership” (p.418).   “New forms of pastoral leadership are set to emerge within the Australian context” (p.418).  “School leadership, itself, needs to be imagined beyond the categories of principal” (p.418). <span style="font-family: 'Tahoma','sans-serif';"> <span style="font-family: 'Tahoma','sans-serif';">Ranson writes that <span style="font-family: 'Tahoma','sans-serif';">...Perhaps these times call for a new designation of school leadership that emerges from the school community, remains integrally linked to the conduct of the school, but which has a freedom beyond such administration. Such leadership would, perhaps, be exercised optimally within a team approach between principal, deputy principal and Religious Education Coordinator. (pp.418 - 419) <span style="font-family: 'Tahoma','sans-serif';"> <span style="font-family: 'Tahoma','sans-serif';">“The future possibilities of leadership of schools challenge us to retrieve the significance of the Catholic school within the mission of the Church” (p.419). <span style="font-family: 'Tahoma','sans-serif';"> <span style="font-family: 'Tahoma','sans-serif';">Ranson posits that <span style="font-family: 'Tahoma','sans-serif';">...If school leadership is going to assume wider religious leadership then persons need to be identified who, as well as possessing administrative capacity, are also grounded in faith, possessing spiritual maturity, a vocational sensibility and the awareness of ecclesial responsibility. (p.421) <span style="font-family: 'Tahoma','sans-serif';"> <span style="font-family: 'Tahoma','sans-serif';">Ranson states that leadership within the church <span style="font-family: 'Tahoma','sans-serif';">... Calls especially for a leadership that breathes the spirit of paradox – that true home of the sacred, in particular, and the Catholic imagination, generally - the paradox of memory and imagination, of responsibility and risk, of distinction and inclusion, of judgement and openness, of unity and diversity, of holding on and letting go. (p.421)