A case of a deacon in a challenging urban school MTh. Eija Hanhimäki Department of Practical Theology Faculty of Theology

A case of a deacon in a challenging urban school The background of this research A case of a deacon: the research questions, theoretical background, data and methods, context, the deacon’s work in this school, conclusions

A case of a deacon in a challenging urban school3 The background of this research The aim of my doctoral thesis: ethical challenges in urban schools What kinds of ethical challenges appear in urban schools? What kinds of solution models have been used and developed in these schools? What kinds of experiences the members of the school community have about meeting of these challenges? The research data: interviews in four schools in Finland, also quantitative and observation data

A case of a deacon in a challenging urban school4 A case of a deacon An example of cooperation of school and congregation when urban schools meet ethical challenges The deacon’s work in a project called “Supporting of Families with Children at Home” The aim of this case study: to examine a deacon’s narration of her work in a challenging urban school What kinds of challenges and needs does the deacon meet in her work? How and whom can she help in these situations?

A case of a deacon in a challenging urban school5 Theoretical background Oser and Althof (1993): a model of a roundtable discussion in a school as a concrete way to deal with moral conflicts in schools Tirri (2003): all those involved in the moral dilemma should participate in the roundtable discussion “Critical friends” from the outside of the school: new perspectives and ways of solving problems In Finland, some 90 % of students belong to the Lutheran Church  a natural connection to the church Noddings (1992): everyone needs to be cared for

A case of a deacon in a challenging urban school6 Data and methods The participants: the deacon, the principal, two parents, two teachers, and two pupils in one primary school The data were gathered through interviews during the spring and summer of The medium report made by the deacon as a part of the research data The interview themes: the perceptions of the school and its leadership in the challenging urban context (the USIS project)

A case of a deacon in a challenging urban school7 Data and methods The data were analyzed according to the narrative analysis Many sample narratives in the data The aim of the narrative analysis: to construct an emplotted story, such as a case study, that joins the available pieces of information as an explanatory answer to the research questions (Polkinghorne 1995) The themes concerning the research questions were picked up from the interviews and the report

A case of a deacon in a challenging urban school8 Context The research school in a very multicultural, urban area: 38 % of the pupils from an immigrant background This school is a part of a block house: a day-care center, a youthcenter, a church, and a public park Many problems and challenges in this area The board of the block house decided to apply for extra money for social work with these families In 2004, the Parish Union of Helsinki funded a three- year project of the social work of the Church called “Supporting Families with Children at Home” -the deacon as a project worker

A case of a deacon in a challenging urban school9 The deacon’s work in this school In the church of the block house before this project In all institutions of the block house, but mainly in the day- care center and in the school The deacon’s work consisted of many aspects such as religious education and tasks in student welfare group In her school work: different challenges and needs of the pupils, the families, and the school staff  In this study: looking at the deacon’s work with these three groups

A case of a deacon in a challenging urban school10 The deacon’s work with pupils Personal meetings, mainly during lessons Always with the parents’ permission Themes of discussion: school attendance, loneliness, bullying, or the pupil’s family situation Many times the deacon was able to help and listen to children at the right moment: Help is in everyday life and you don’t have to go far away for it. Meetings are here in my room. It has caused confused gratitude that the help is free and near.

A case of a deacon in a challenging urban school11 The deacon’s work with families The deacon’s work was emphasized when families had tight situations: helping with social problems Integrated help for families when helping the child: I think that supporting families with children at home is also to help parents, for example, to receive trauma therapy. Making family maps while working at the school and at the day-care center Looking at the whole situation in families, cooperation with the staff and preventive work before problems appeared

A case of a deacon in a challenging urban school12 The deacon’s work with families The deacon’s experience: multiculturalism is both a challenge and a richness Challenges with immigrant families: language problems and the conception of time. Some special themes: dealing with domestic violence and a woman as a church employee The deacon’s being a woman as her advantage when she met Muslim mothers The deacon’s advantages also: her knowledge about religions and her own Christian conviction

A case of a deacon in a challenging urban school13 The deacon’s work with school staff The deacon had undergone crisis work training  the division of labor with the school welfare officer The deacon was worried about the staff’s energy to do this challenging work; they were able to share their feelings and worries about children with the deacon A well-rounded education of staff, cooperation, and motivation behind the success of the school: The whole school staff shares a view of taking care of ‘common’ children together. The student welfare group tries to outline those things that must be handled in school, and in this way enable teachers to concentrate on their own basic task: teaching.

A case of a deacon in a challenging urban school14 Evaluation of work and future prospects Challenging, changing, and hard, but also as a privilege: It has been very touching to listen to and share children’s life questions. But very few can have the opportunity to familiarize so intensively and extensively with the everyday life of the same children and families. Challenges: be aware of current phenomena: conflicts inside the immigrant groups, changes in values Critical in decision-making situations in the congregation: the point of view of the school and the day-care This project crossed old boundaries in the social work of the Church: to work from the point of view of children

A case of a deacon in a challenging urban school15 Conclusions The deacon’s many roles in a challenging urban school: a religious and ethical educator and a caring and competent adult for pupils For families, the deacon provides help, especially in social problems, and can help the entire family when helping the child Important: knowledge and understanding of different religions and cultures, also own Christian conviction The deacon helps the school staff in crisis work, for example, and meets all kinds of challenges in good cooperation with them and with the help of their professionalism

A case of a deacon in a challenging urban school16 Conclusions The deacon’s hoped more opportunities for cooperation: It is important to be attainable and to do ‘searching work’. In schools, this kind of work comes true automatically. In this way, it is possible to give families the kind of help that they can’t find themselves. The deacon can serve as a critical friend of the school Inside: more easier to meet the deacon than teachers Outside: the deacon defends the children’s benefits This pioneer project between the Church and the school is a great resource carried out only in this school in Finland, hopefully in many schools in the future