Contested Professionalism and Spiritual Legitimization

Catholic Religious Education Teachers and the Theme of Spirituality in Contemporary Italian Schools

Datos Bibliográficos

ID3553359
AutoresGuillaume Silhol (0009-0009-4721-7278, Aix-Marseille Université, autor de correspondencia)
Año2024
Volumen15
Número1
Páginas130
Fecha de publicación2024-01-20
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaReligions (JOURNAL)
Identificadores de la revistaISSN: 2077-1444 • E-ISSN: 2077-1444
EditorialMDPI AG (PUBLISHER • IT)
DOI10.3390/rel15010130
OpenAlexW4391105130
IdiomaEN
Referencias citadas34

Based on observations and in-depth interviews with Catholic Religious Education teachers in Italy, this sociological study tackles "spirituality" as a register of legitimization in their professional settings. Compared with more established topics of "religious culture", the motives of "spirituality" appear as a lesser category of justification in teachers' discourse in two significant aspects: teaching about "spirituality" as a necessary component of human experience, and talking about their own relationship to "spirituality" as proof of sincere commitment and/or professionalism. Thus, in the context of teachers' labor, "spirituality" constitutes an ambivalent category that can serve the purposes of Catholic institutions as well as forms of criticism of authority

Ambivalence · Criticism · Pedagogy · Political science · Religious education · Sociology · Spiritual development · Spirituality · Gender Studies · History · Law · Psychology · Religion and Society Interactions · Religion, Spirituality, and Psychology · Religious Education and Schools · Social Psychology