Welcome to the Fall 2016 ICCTE Journal Issue
Letter from the Editor
Christian Higher Education and Students with Diverse Beliefs: Impacts and Challenges
Elize Celic, Canberra Christian School, Beverly Christian, Avondale College of Higher Education, and Andrew Matthes, Avondale College of Higher Education
The ethos, mission, and values of Christian Higher Education Institutions (HEIs) are usually grounded in a biblical worldview. Increasingly, Christian HEIs are attracting students who do not share the faith espoused by the institutions they attend. This qualitative case study explored the perceptions of six final-year education students with different belief frameworks to those of the Christian HEI they attended. They were interviewed to determine their perceptions of the transparency of the ethos, mission, and values of the HEI, the impact of the HEI on their lives, and the challenges they faced as students. The data revealed some positive impacts and some challenges for both the students and the Christian HEI and identified an overarching factor that moderated the identified tensions.
Embodying and Modeling Healthy Self-Care in Teacher Education
Cathy E. Freytag, Houghton College
To care for others well, teachers must care for themselves in healthy and responsive ways. The “love mandate” in Scripture, says that we are to love the Lord our God with all our heart, soul and mind and love our neighbor as ourselves (Matthew 22: 37-39). Far too often, Christians (particularly those in serving professions) fail to properly understand and enact healthy, God-honoring care for themselves. When teacher educators fail to model responsive self-care, they unwittingly perpetuate unhealthy messages about what it means to care well for others, and communicate to teacher candidates that doing good supersedes being well. In order to break unhealthy cycles and scripts relative to self-care, this paper presents four axioms for embodying and modeling healthy self-care.
Towards More Inclusive Schools: An Application of Hospitality in Parental Involvement
Parental involvement is a key factor in student success, yet schools struggle with effectively engaging diverse families in the education of school-age students. This article proposes a model of hospitality as a flexible framework for parental engagement. In this model, schools build safe and trusting environments by attending to physical, spiritual, emotional, and intellectual spaces for parent involvement, integrating inclusion and embrace of differences. The author examines literature on the historical and theological concepts of Christian hospitality—primarily Maslow’s hierarchy of needs, Volf’s theory of exclusion and embrace, and Pohl’s reminder of hospitality as a Christian tradition—and explains how practicing hospitality may bridge gaps in concept and understanding while addressing ideas of inclusion necessary for effective parental involvement. These frameworks challenge the employment of common perceptions and practices used to involve diverse parents and offer more effective and flexible alternatives for educators.
A Faith-Based Context for Culturally-Relevant Instruction
Danny R. Swensen, Bethel University
Preparing prospective teachers who are equipped to successfully educate students from culturally, racially, and socioeconomically diverse backgrounds is critical work conducted by universities. This paper investigates how culturally-relevant pedagogies with biblical underpinnings have the potential to create educational environments that promote excellence, reflect the culture of the students and their communities, and develop awareness of societal injustices which inspire and equip prospective teachers to become agents of change. This approach is then illustrated through the course design and instructional strategies used in an introductory education course at a Christian liberal-arts university.
Soul Care: Christian Faith and Academic Administration
The World Beyond Your Head
The Cry of the Teacher’s Soul
About the Journal
The ICCTE Journal is a scholarly community for Christians in Teacher Education.