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Book Chapter

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Revealing Jesus in the Learning Environment: Evidence and Impact pp. 213-234.



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39 EDUCATION| 3904 Specialist studies in education

Avondale Research Centre

Christian Education Research Centre

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This chapter explores the concept of community and its relevance in understanding the character of authentic Christian schools. The discussion grows out of the perspective of Christian education’s distinctive character as presented in the previous edition of Revealing Jesus in the Learning Environment: Making a World of Difference (Roy, 2020, chap. 1).

It is not uncommon to associate schools of any kind with the concept of community. In the Christian school sector in particular over the last two decades, some Christian schools have begun identifying themselves as “communities of faith.” This chapter regards such a practice as a valid description of authentic Christian schools. However, the view is taken that this should not be done casually or without thoughtful consideration. At first glance, connotations of faith would imply a school’s representation of Christian faith, or even religious denominational identity. But it is much deeper than that. It depends on what is meant by “faith” in this context. It must be something more than a mere label. This chapter seeks to explore the meanings and significance of some of these terms in such a context. It also seeks to reinstate human presence that is thoughtful, intentional, and dynamic. The chapter features three anecdotes that exemplify the character of schools as communities of faith, and in so doing, posits principles and criteria to guide the strategic response of Christian schools and systems, and ensure the creation of conditions likely to facilitate the realisation of community.


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Staff and Students of Avondale University may access Revealing Jesus in the learning environment: Evidence and impact from Avondale University Library (371.071/K55-2).

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