From principles to Implementation: Evaluating Social Justice and Inclusive Education in Holy Cross Elite Institutions of Bangladesh

This paper examines how Catholic Social Teaching (CST), particularly its commitments to social justice and inclusive education, is interpreted and enacted by the Congregation of Holy Cross within three elite institutions in Bangladesh. Drawing on institutional documents and semistructured interviews with educators and administrators, it analyzes how Catholic educational ideals are negotiated within competitive urban contexts. The findings show that while Holy Cross institutions articulate strong commitments to human dignity, moral formation, and service to the poor, these values are expressed mainly through institutional culture and outreach initiatives rather than systematically embedded in admissions, academic structures, or governance. Meritbased admissions, tuition dependence, and reputational pressures constrain access for economically marginalized students. Scholarship schemes exist but have limited impact on overall socioeconomic diversity. Inclusion of students with special educational needs remains underdeveloped and largely informal. Operating in a Muslim-majority context further shapes articulation of CST, with universal values being emphasized over explicit theological language.