Research
Domain 02
Christian Education
The Barker Institute will undertake research that explores, articulates, and advances a distinctive vision of Christian Education from an Anglican perspective, grounded in theological conviction, educational excellence, and global responsibility.
Our Purpose
Rationale
There is a need to examine how Christian convictions meaningfully shape learning, teaching, leadership, and student formation in contemporary practice which involves rich cultural diversity and ethical complexity. This research domain recognises that Christian education is not confined to religious instruction, but is expressed through the integration of faith, intellect, character, and purpose across the life of the school. By engaging critically with theology, pedagogy, and lived school culture, research in this domain seeks to support alignment between mission and practice, and to explore how Christian schooling contributes to human flourishing, discernment, and service. This research will also contribute to emerging conversations in global Christian education, offering research-informed insights that strengthen identity, guide practice, and sustain a hopeful, Christ-centred vision of education.
Research Questions
- How are Christian beliefs and values understood, interpreted, and enacted by students and staff across curriculum, pedagogy, and school culture at Barker College?
- In what ways does a Christian educational framework shape students’ intellectual development, character formation, and sense of purpose in a pluralistic and globally connected world?
- How can alignment between theological vision, teaching practice, leadership, chaplaincy, and institutional culture be strengthened to sustain a coherent and credible model of Christian education in contemporary Australian schooling?
Selected Projects & Writings
- Scott, T. (2023) Towards a Pedagogy for Radical Hope: Developing a whole school approach to refugee education. Supplementary Volume. Learning in Practice. Barker Institute: Hornsby.
- Scott, T (2023) Three comments on a whole school approach to refugee education. Learning in Practice 7 (1), pp.61-68.
- Pitkin, L. and Scott, T. (2023) Nurturing Cultural Responsiveness: A snapshot of professional learning initiatives improving educational outcomes for Aboriginal and/or Torres Strait Islander students. Learning in Practice 7 (1), pp.83-92.
- Pitkin, L (2022) The Garma Experience - Connecting to Community and Country. Learning in Practice 6 (1), pp.67-74.
- Mynott, S. & Glendenning, M. (2020) Exploring education environments for First Nations students: Learning on Country Learning in Practice 4 (1), pp. 65-70.
