Componentes del Sistema

Catholic Church teaching emphasises subsidiarity as the capacity for the decision or action to be taken at the lowest level of an organisation or community (Benedict, XVI, 2009). Responsibility for decision-making and action should be kept as close as possible to those most directly affected by a decision or a policy (ACSJC, 2014). The Catholic Church considers “it is an injustice and at the same time a grave evil and a disturbance to the right order to transfer to the larger and higher collectivity functions which can be provided for by lesser and subordinate bodies” (ACSJC, 2014, p. 100). The collectivity referred to can mean smaller groups such as schools and families. Subsidiarity influences ethical behaviour and decision-making so that organisations can fulfil ethical standards (Mele, 2005).

Subsidiarity is closely connected to solidarity as every individual and group should contribute to the common good of the community to which it belongs. The principle of subsidiarity encourages a respect for and a responsible use of human freedom (Cremers, 2017). Subsidiarity assures alignment of an organisation with crucial ethical standards and requirements and by giving prominence to the

individual and small group, reinforces priority of people over process (Mele, 2005). Conditions must be created whereby people have the opportunity and freedom to participate, serve others, and receive help to develop their full potential (Guitan, 2015, cited in Cremers, 2017). The positive functions of subsidiarity, namely: empowerment and respect for differences are required in school communities (Kelley, 2009). Subsidiarity promotes mutually beneficial relationships that emerge from interactions amongst small groups and individuals, communities and

associations that encourage and strengthen a community (Evans & Zimmerman, 2014; Kelley, 2009). The principle of subsidiarity affirms and safeguards the personal initiative and creativity of individuals, such as small groups, families and schools (ACSJC, 2014).

The principle of subsidiarity in the context of rural and regional communities requires attention when there is the potential for rural residents to be marginalised from centralised decision-making (ACSJC, 2014). In this instance the full

participation of people living in rural and remote communities in relation to Catholic education needs to be safeguarded. The principle of subsidiarity affirms the

importance of leaders in schools in the Josephite heritage valuing and building partnerships with families to encourage participation by all members of the community (Hull, 1995).

2.8 Summary

The review of literature pertaining to Catholic Social Justice Principles explored five key principles valid in a Josephite approach to education. The review explored the inherent dignity of the human person, specifically related to the dignity of the child. The literature highlighted that the dignity of the child demands a ‘pedagogy of listening’ as the basis for education, where grace and love overcome the brokenness that a child may experience. Several authors noted the role Catholic education has in nurturing dignity through an integral education where the synthesis of life, culture, faith and learning takes place.

The literature on the principle of the common good emphasised the

communal effort in building relationships within Catholic schools where inclusion, diversity and pluralism are encouraged and nurtured. The articulation of mission and vision statements in Catholic schools was seen as critical in developing the common good. Furthermore, the significance of sacramentality, rituals, beliefs and symbols

were identified as a powerful means of nurturing the common good in Catholic schools. Literature pertaining to the preferential option for the poor considered Catholic education as embodying this principle by providing a voice to the marginalised and those in poor circumstances. The prophetic nature of the

preferential option for the poor is evident in the capacity of schools to be aware of the possibility of exclusion from and within a Catholic school community. The review of literature identified challenges faced by Catholic schools in responding to those on the margins. The review considered pedagogical frameworks that could be used by leaders in responding to those experiencing the impact of disadvantage (Bergman 2011; Beyer, (2014); Darder, 2017; Eagan, 2010).

The literature on the principle of solidarity showed the close association with charity and emphasised the interconnectedness of this principle with all other

Catholic Social Justice Principles. A process for embodying solidarity in structures, policies and procedures within an organisation was presented in the literature. Finally, literature on the principle of subsidiarity identified its focus in aligning the

organisation with its ethical standards and requirements. The nature of subsidiarity, as the freedom to participate in decision-making, was emphasised as empowering students, teachers, families and school communities to serve and to develop their potential. Principals and their leadership teams in schools in the Josephite tradition have the richness of Catholic Social Justice Principles to draw upon in implementing a Josephite approach to education. The review of literature in this section influenced the formation of the specific research question:

• In what ways are the characteristics, features and beliefs about a Josephite approach to education evident in the leadership practice of Principals and their leadership teams?

What follows is a review of literature on Educational Leadership pertinent to the implementation of a Josephite approach to Education.