Exploring the hermeneutics of dialogue and discernment within Canadian Catholic higher education
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Abstract
Concerns about the ongoing viability of Catholic institutions have given rise to questions regarding the nature of Catholic identity within our schools, colleges, and universities. Differing conceptions of Catholic institutional identity shape both the way people working within these institutions interact with this identity and the means used to nourish and shape it. Static or merely descriptive notions of institutional identity may serve to replicate traditional identities but are less able to respond to changing contexts and conditions. A more dynamic way understanding institutional identity is needed, particularly for institutions situated in pluralistic contexts. This article reviews key debates relating to the concepts of Catholic and institutional identity and proposes a new way of conceptualizing institutional identity that accounts for both continuity and change.
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