With Head Heart Hands Feet A Framework for

With Head, Heart, Hands & Feet A Framework for Educating for Justice & Peace

Background to EREA • Prior to 2007 – Christian Brothers in 4 Australian provinces – each with different models for schools • 2007 – EREA commenced • Those schools owned and governed by the Christian Brothers at the time – included a number of Flexible Learning Centres in QLD • Public Juridic Person – Council & Board • Member Schools – owned and governed (currently 35 “mainstream” & 19 Flexi learning centres) • New schools – Affiliates • Associate Schools – previous connection to Christian Brothers – single/multi charism (currently 34 with 2 more in the process)

Development of First Framework As EREA formed – questions asked were: • What does ER education look like in this current day? • What education does our Catholic justice history call us to teach? • EO – steep in Liberation Theology – Option for the Poor – what did this mean for our schools? q Our Catholic tradition gave us permission – directed us – although on the edges for many years.

“Let us not develop an education that creates in the mind of the student a hope of becoming rich and having the power to dominate. That does not correspond to the time we live in. Let us form in the heart of the child and the young person the lofty ideal of loving, of preparing oneself to serve and to give oneself to others. Anything else would be education for selfishness. ” Oscar Romero

Development of First Framework As EREA formed – questions asked were: • What does ER education look like in this current day? • What education does our Catholic justice history call us to teach? • EO – steep in Liberation Theology – Option for the Poor – what did this mean for our schools? q Our Catholic tradition gave us permission – directed us – although on the edges for many years. q Holocaust provided a catalyst for peace education globally

Dear Teacher, I am the survivor of a concentration camp. My eyes saw what no man should witness; Gas chambers built by learned engineers. Children poisoned by educated physicians, Infants killed by trained nurses, Women and babies shot and burned by high school and college graduates. So I am suspicious of education. My request is: Help your students to become more human. Your efforts must never produce learned monsters, skilled psychopaths, educated Eichmann’s. Reading, writing and arithmetic are important only if they serve to make children more human. (Survivor of Dachau)

Development of First Framework As EREA formed – questions asked were: • What does ER education look like in this current day? • What education does our Catholic justice history call us to teach? • EO – steep in Liberation Theology – Option for the Poor – what did this mean for our schools? q Our Catholic tradition gave us permission – directed us – although on the edges for many years. q Holocaust provided a catalyst for peace education globally q Australian Curriculum was supporting a J&P approach

The Melbourne Declaration on Educational Goals for young Australians Preamble… As a nation Australia values the central role of education in building a democratic, equitable and just society – As well as knowledge and skills, a school’s legacy to young people should include national values of democracy, equity and justice, and personal values and attributes such as honesty, resilience and respect for others.

Development of First Framework As EREA formed – questions asked were: • What does ER education look like in this current day? • What education does our Catholic justice history call us to teach? • EO – steep in Liberation Theology – Option for the Poor – what did this mean for our schools? q Our Catholic tradition gave us permission – directed us – although on the edges for many years. q Holocaust provided a catalyst for peace education globally q Australian Curriculum was supporting a J&P approach q Call for a name/banner/umbrella for the many issues schools were called to address.

Development of First Framework Social Justice audit 1. Wanting to engage in SJ 2. Small groups in schools doing good work – charity/justice? 3. Permission 4. Process to connect to educational outcomes 5. Development of a Framework Committee (included a couple of Principals who were very committed) worked on the Framework

First Framework Results St Patrick’s College Shorncliffe • Justice and Peace Curriculum Leader • Whole curriculum approach • Just. Us Magazine CBHS Lewisham • Justice and Peace Coordinator • Compulsory Service and Solidarity hours • Justice & Peace Room Advocacy - ERA For Change Network, Detention for Detention Professional Development days – school lead, EREA supported, Global Education Projects etc Symposium – Immersions, Service & Solidarity Learning, Advocacy

• What’s coming up for you as you hear this? • What benefits/challenges do you see in such a framework?

J and P Framework - Benefits? • • • holistic approach provides “permission” for teachers practical way to implement the Charter EREA Schools seen to be leading the way Adopted and used by a number of Catholic/Private/State schools resourcing through role allocation sophistication and rigour encouragement and support from leadership has been exceptional embrace Pope Francis’ vision academic rigour and connection with curriculum Highlights Catholic Social Teachings and Catholic underpinnings Various formation programs, symposiums and conferences

Framework Review Recommendations link between Charter and justice and peace education symposium for Identity and Curriculum leaders Develop leaders in a ways to strategically lead nurture educators understanding and commitment to the faith foundations of justice and peace continue to provide immersions and study tours articulate a pedagogy of justice and peace education risk management of justice and peace education regional hubs of justice education (lead schools) formation of parents Link with EREBB initiatives EREA as advocate for just causes Support Flexis to become leaders in justice and peace education for disengaged young people

Core Approaches q Spirituality q Pedagogy q Leadership

With Head, Heart, Hands & Feet A Framework for Educating for Justice & Peace

The Art of Justice & Peace Education Edmund Rice Education Australia strives to offer a liberating education, based on a gospel spirituality, within an inclusive community, committed to justice and solidarity. These touchstones provide the foundation for Edmund Rice schools to educate for justice and peace, and offer hope to a world where the dignity of humanity and the integrity of creation is often diminished. An holistic approach to justice and peace education includes an integration of head, heart, hands and feet. Head – Reading the Signs of the Times > > Justice and peace education helps young people to: develop the skills of critical thinking and analysis, dialogue and community building have the expertise and academic understanding of the issues facing our world understand the structural causes of injustice have a language and literacy of justice and peace Heart – Nurturing Gospel Compassion Justice and peace education helps young people to: > draw on scripture, Catholic Social Teaching and the wisdom of all faith traditions in understanding the world > nurture a deep sense of the spiritual in their lives and develop a personal relationship with Jesus > > build respectful relationships of solidarity with those who are made poor by society cultivate an awareness of their own giftedness appreciate and value the Aboriginal and Torres Strait Islander history and culture engage in prayer and reflection Hands – Undertaking Prophetic Action Justice and peace education helps young people to: > > > engage in service and solidarity with those on the margins, both locally and globally undertake immersions and partnership programs that connect them with other cultures develop the skills and attributes of connecting and collaborating with others in community support faith-based advocacy for just causes see themselves as being agents of change for a better world Feet – Moving to Solidarity Justice and peace education helps young people to: > move to new places in their thinking and understanding > spend time in the margins of society, learning with, from and about others > explore career options and life-choices that benefit all of the global community > move to a place of hope that a better world is possible

Educating for Justice & Peace Framework ducating f a Bett W f HOPEFUL N er P eace OU ty FO ND UNDATI ON S ATI ONS IO AT L I nn Immersions & Partnerships al i c So o S d an o i li ati I d entit y, Reconc n COM PA SI ONATE a nd t Cul er si usi Co m ve m I ncl PI R CA va ti n g Advocacy Interfaith & Ecumenical Dialogue Ac li d ti on ari ty a g id in e I NS I ETH g En t i ri Sp d Hu ma n Ri g hts l Justi ce an Soci a Service & Solidarity Learning e Fut ur es Faith Formation & Mentoring e ua d li t y Cu l ti l ai nab Empowering, Reflective, Rigorous, Authentic ag S Integration of Justice & Peace themes Developmental - Scope & Sequence Democratic Structures & Processes Prayer Ritual & Liturgy Gl Sust Social Inclusion d p Indigenous Reconciliation an s hi en CON SCI Tra n sf C ur or ri c al on ati m m ol o h Sc it y un pen de nce i Cit al ob nd I nde u ul EN P a TI ce Bu l n ce l en o i V D GE GA EN z D E S No - OF T HE TI MES SI GN v Di l a ur F

A Spirituality of Justice & Peace Let us not develop an education that creates in the mind of the student a hope of becoming rich and having the power to dominate [but one that forms] the lofty ideal of loving, of preparing oneself to serve and to give oneself to others. Archbishop Oscar Romero In every suffering brother and sister that we embrace, we embrace the suffering Body of Christ. Pope Francis It must be said that some committed and prayerful Christians, with the excuse of realism and pragmatism, tend to ridicule expressions of concern for the environment. Others are passive; they choose not to change their habits and thus become inconsistent. So what they all need is an “ecological conversion”, whereby the effects of their encounter with Jesus Christ become evident in their relationship with the world around them. Living our vocation to be protectors of God’s handiwork is essential to a life of virtue; it is not an optional or a secondary aspect of our Christian experience. In our language (there is) a quality called dadirri. It is inner, deep listening and quiet, still awareness. Dadirri recognises the deep spring that is inside us. We call on it and it calls to us. This is the gift that Australia is thirsting for. Miriam Rose Ungunmerr-Baumann God made us for goodness, love and compassion. Our lives are transformed as much as the world is when we live with these truths Desmond Tutu Laudato Si 217 Those who teach justice shall be like the stars forever. Daniel 12: 3 To evangelise is to make the kingdom of God present in our world. If you have come here to help me you are wasting your time. But if you have come because your liberation is bound up with mine, then let us work together. Evangelii Gaudium n 176 Lilla Watson Lord, make me an instrument of your peace. St Francis of Assisi I prefer a church that is bruised, hurting and dirty because it has been out on the streets, rather than a church which is unhealthy from being confined and clinging to Were we to know the merit and value of only going from one street to another to serve a neighbour for the love of God, we should prize it more than silver and gold. Blessed Edmund Rice Spirituality without a prayer life is no spirituality at all, and it will not last beyond the first defeats. Prayer is an opening of the self so that the Word of God can break in and make us new. Prayer unmasks. Prayer converts. Prayer impels. Prayer sustains us on the way. Pray for the grace it will take to continue what you would like to quit. its own security. Joan Chittister OSB Pope Francis Silence in the face of evil is itself evil. God will not hold is guiltless. Not to speak is to speak. Not to act is to act. Today’s prime educational objective must be to form men-and-women-for-others… who cannot even conceive of love of God which does not include love for the least of their neighbors. Dietrich Bonhoeffer Pedro Arrupe sj This, rather, is the fasting that I wish: releasing those bound unjustly, untying the thongs of the yoke; setting free the oppressed, breaking every yoke; sharing your bread with the hungry, sheltering the oppressed and the homeless; clothing the naked when you see them, and not turning your back on your own. Is 58: 6 -7 To believe in God is not just to love life but to work so there is life. Jon Sobrino sj © Edmund Rice Education Australia web: www. erea. edu. au/justice-peace I email: jpeducation@erea. edu. au

Exploration • Go to www. erea. edu. au • Click on Justice and Peace • Explore the site and the links in the Head, Heart, Hands & Feet pages • Consider one – why did it catch your eye?

With Head, Heart, Hands & Feet A Framework for Educating for Justice & Peace

How Do We (EREA) Help Our Schools? q Continue supporting, affirming and encouraging q Helping leaders draw the links with J and P and Catholic spirituality q Encourage leaders to engage in immersion experiences q Helping identity leaders to think about the academic learning that is occurring with J and P q Helping curriculum leaders see the benefits of J and P education as a valid and rigorous pedagogical approach q Bring a “Francis lens” to all that we do

Implementation CBHS Lewisham – RE Curriculum documentation Year 9 – Eucharist Year 10 - Gospels

Recommendations • Find some Principal Heroes – this is a whole school thing! • Do an audit in an affirming way • Get people from across the schools (different roles) who may be interested in being involved in the process. • Make the ideas seem manageable i. e. Just Do It! 101 Tips sheet

Your Learnings? Questions?

With Head, Heart, Hands & Feet A Framework for Educating for Justice & Peace