A contemporary experience of the Mary MacKillop charism : A case study of a Catholic all-girls’ secondary school

The period after the Second Vatican Council, or “Vatican II” (1962–1965) has witnessed a decline in the number of Catholics entering religious life. This has led to the closure of seminaries and monasteries and convents. This decline has resulted in low numbers of Religious sisters, brothers and priests engaged in the running of Catholic schools, including as teachers. In the past these staff were often drawn from religious congregations founded in the 19th century. Many of the schools cultivated their founder’s particular spirit or “charism”, which nurtured the school’s unique culture. In contrast, contemporary Catholic schools are staffed by lay teachers and leaders. This change has generated challenges concerning promoting the founder’s authentic charism. The practical and personal dynamics of this challenge often generate tensions. This is the research problem that this thesis addresses.

The purpose of this research is to explore how students, leaders, staff, parents and the Sisters of Saint Joseph experience the MacKillop charism at an all-girls’ secondary college.
A synthesis of the literature generated, and justified, three specific research questions:
1. How do staff, students and parents at Mary MacKillop College understand the contemporary MacKillop charism?
2. How do staff, students and parents at Mary MacKillop College experience the contemporary MacKillop charism?
3. How do the leaders at Mary MacKillop College nurture an authentic MacKillop charism in a contemporary context which includes a faith-based curriculum?

These questions structured the research process.
A constructionist epistemology using the theoretical perspective of symbolic interactionism informs the research design.

The Case Study (section 4.2.3) is the methodology used to conduct the research. This framework is appropriate where the researcher engages deeply in participants’ human experiences within the boundaries of one school (Lee, 2015; Yin, 2003).
Purposive selection is adopted to identify the 55 participants (Creswell, 2008).

This research produces several conclusions.
First, in an increasingly secular society, the Mary MacKillop charism offers a relevant feminist lens to authentically living the Gospel mission.
Second, a contemporary representation of an authentic charism is a continuing legacy.
Third, the MacKillop charism is embraced as an inviting model to live altruistically and promote social justice. It offers a relevant spirituality.
Fourth, most Catholic families no longer seek a specific Catholic education but rather a relevant values-based education. The MacKillop charism addresses this agenda.
Fifth, the MacKillop charism, when nurtured in a contemporary context, contributes to the culture and ethos of Josephite schools.
Sixth, staff and students embrace inclusive practices that encourage the silenced to share opinions and contribute to change.
Seventh, an education founded on the principles and practices of the MacKillop charism offers a relevant values-based education. Such an education should include contemporary, contextualised and relevant curriculum content for students.
Eighth, the MacKillop charism promotes relevant appropriate transformative feminine models of leadership.
Ninth, the nurturing of the MacKillop charism through reflective formation programs offers authentic experiences to engage with mission, vision and policies.