Catholic schools have achieved academic, social, and spiritual successes, but have also struggled with shifting twenty-first century social values. Confronted with issues such as the proper treatment of non-heterosexual students, disagreements over the ordination of women, and assertions that schools are not properly teaching doctrine, Catholic schools tend to listen to concerns and then resume established institutional programs. In Beyond Obedience and Abandonment, Graham McDonough proposes that Catholic schools embrace dissent as a powerful opportunity for rediscovery in the Church. Building a case for productive dissent, McDonough provides a nuanced analysis of contemporary Catholic education. He considers the ways in which the established body of theology, history, and curriculum theory supports faithful disagreement within the tradition of religious schooling and outlines new perspectives for overcoming doctrinal frustrations and administrative obstacles. Beyond Obedience and Abandonment is a well-reasoned and engaging work that illustrates the limitations of current practices and proposes new designs that will enable greater dissent and fuller participation in Catholic education.

Graham P. McDonough is an assistant professor of education and an associate fellow at the Centre for Studies in Religion and Society at the University of Victoria. He has published articles in Catholic Education and International Studies in Catholic Education. His book, Beyond Obedience and Abandonment: Toward a Theory of Dissent in Catholic Education, is forthcoming.

Nadeem A. Memon is the director of the Islamic Teacher Education Program, a collaboration between Razi Group and the Ontario Institute for Studies in Education, University of Toronto. He also teaches courses in equity and education and Muslim studies at OISE/UT and Wilfrid Laurier University.

Avi I. Mintz is an assistant professor in the University of Tulsa’s School of Urban Education. He has published articles in Journal of Religious Education, Studies in Philosophy and Education, Educational Theory, and Journal of Philosophy of Education.

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