1. How do we engage high school students in a faith that does justice? Ann Magovern Ignatian Solidarity Network www.ignatiansolidarity.net © A. Magovern February 2008

2. What is the Ignatian Solidarity Network? Founded in 2005 Housed at the University of San Francisco Facilitate communication and collaboration among Jesuit universities, high schools, parishes, and other Jesuit- affiliated organizations in order to strengthen justice- related outreach and advocacy on behalf of the Ignatian family

3. How do we do this ? 3 conferences a year for students, families, and lay leaders associated with Jesuit institutions and ministries which focus on: 1.Justice education 2.Social analysis 3.Leadership development (particularly for youth) 4.Sharing of best practices

4. Four High School Examples 1. Brophy Prep – Annual Summit 2. Bellarmine College Prep – Immersion Programs 3. Creighton Prep – Institution for Others 1. Loyola Academy -Students Grassroots Campaign

5. Brophy Prep All school Summit on an identified justice issue concerned with human dignity Spread over 2 weeks Keynote speakers, lunchtime activities, films, readings, and experiential programs Resources for teachers to integrate the selected issue into the classroom Exposes the entire student body, faculty, and parents to the issue

6. Bellarmine College Prep 4 separate immersion experiences Urban plunge Rural Immersion 2 Immersion trips out of the country It is the formation process for students understanding of solidarity and “a faith that does justice” Consistency – same community in Mexico and El Salvador for 15 years Solidarity Dinner - all are welcome

7. Creighton Prep In 2007, Creighton’s Prep passed a Sweatshop Free Purchasing Policy “Wanted a firm policy that makes it clear Creighton Prep will not do business with those companies engaged in labor practices that violate Church teachings” Organized and led by the Athletic Department Slide from Paul Lickteig, S.J. Presentation at Creighton Prep

8. The Creighton Preparatory School Plan of Action 1. Awareness 2. Application of Church Teaching 3. Formation of Response 4. Educate 5. Publicize Slide from Paul Lickteig, S.J. Presentation at Creighton Prep

9. Awareness Creighton Prep Ignatian Heritage Week Jim Keady of Educating for Justice “Behind the Swoosh” www.educatingforjustice.org www.sweatshopwatch.org Slide from Paul Lickteig, S.J. presentation at Creighton Prep

10. Creighton Preparatory School Athletic Department Sweatshop Free Purchasing Policy As a Catholic, Jesuit institution, Creighton Preparatory School is charged with instilling in our students a commitment to justice based on the teachings of the Catholic Church. We ask our students to grow and act as “Men for Others” by recognizing and confronting social injustice as it exists in this world. This call to action would be hollow if Creighton Preparatory School, as an institution, failed to model such a commitment to justice in its everyday business. In other words, we must demonstrate what it means to be “Men for Others” by acting as an institution for others. In keeping with this philosophy, the Creighton Preparatory School Athletic Department is committed to advancing the cause of the poor and marginalized by implementing a Sweatshop Free Purchasing Policy. Slide from Paul Lickteig, S.J. Presentation at Creighton Prep

11. Loyola Academy (Dream Team) 2006 Student Led Campaign focused on the passing of the Dream Act Legislation Initiated & led by students and supported by key faculty and administrators Administration allowed students to present their issue in an all school assembly Students met with legislators, went to DC to advocate, and worked in coalition with other schools

12. Lessons Learned from these examples 1. Examine your school culture, existing programs, and determine what type of social justice work is appropriate for your environment and students. 1. Provide experiences for your students not statistics. 2. Put a face on the issue – personalizing it by introducing them to relationships with real people if possible. “Learning From the Experts: Insights from Youth Workers Effectively Engaging Students in Service and World Issues” by Cheryl Crawford, FullerTheological Seminary

13. Lessons Learned Continued 1. Ground both service and justice work in theological reflection and Catholic Social Teaching 2. Providing consistent opportunities for social justice, not random, detached projects 3. There is a need for institutional support to make this work. Try to integrate concepts of social justice throughout the school, not just in one department like Christian Service or Campus Ministry “Learning From the Experts: Insights from Youth Workers Effectively Engaging Students in Service and World Issues” by Cheryl Crawford, FullerTheological Seminary.

14. How do we know that students are engaged with the faith that does justice? 1. When injustice gets a face and a name they can recognize. 2. When they start asking themselves good questions, such as where their clothes are being made, and by whom. 3. When they participate in justice work in some way, and then are confronted by mental dissonance “Learning From the Experts: Insights from Youth Workers Effectively Engaging Students in Service and World Issues” by Cheryl Crawford, Fuller Theological Seminary

15. How do we know that students are engaged with the faith that does justice? 1. When they seek out leadership roles in social justice projects, or initiate social actions on their own. 2. When they stop participating in certain types of jokes (ethnic, degrading, etc.) or negative activities. 3. When they begin moving beyond a “those poor people” motivation to “this is what it means to be in solidarity” 4. When they move from pity to compassion in their responses towards the hurting people they encounter. 5. When they are drawn to action more by conviction than guilt. “Learning From the Experts: Insights from Youth Workers Effectively Engaging Students in Service and World Issues” by Cheryl Crawford, Fuller Theological Seminary

16. Why should we do this? “ The way to faith and the way to justice are inseparable ways. It is up this undivided road, this steep road that the pilgrim Church must travel and toil. Faith and justice are undivided in the Gospel which teaches that faith makes its power felt through love. They cannot therefore be divided in our purpose, our action, our life.” Fr. Pedro Arrupe, S.J. 28 th General Superior