Abstract
This reflection details the online adaptation of a robust advocacy unit that was grounded in Catholic Social Teachings. As this unit asked students to unravel single narratives and persuade others to take action, there was a seamless link between the original design and a “hopeful curriculum,” which is supportive during a time of crisis as the goal is social-justice through solidarity and active participation (Renner, 2009) Through intentionally redesigning the unit guided by student curiosity, the classroom was simultaneously engaged with faith and social justice. Students became active advocates, especially through the intertwined nature of their topics and current events. This reflection serves as a metacognitive template for Catholic educators to design remote learning units that answer God’s call to respond in times of need. Moreover, the concluding case study around a students’ work, exemplifies the potential of this learning through a lens of Catholic Social Teachings and a hopeful curriculum.
DOI
10.15365/joce.2301132020
First Page
175
Last Page
183
Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.
Recommended Citation
Giunco, K. (2020). A Teacher's Reflection on Catholic Social Teachings and Hopeful Curriculum During COVID-19. Journal of Catholic Education. https://doi.org/10.15365/joce.2301132020
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