1. With Head, Heart, Hands & Feet
Introduce myself – EREA etc, Geelong Mission team roles – REC, Service Learning Coordinator and then J&P implementation as part of my mission team role…connection to Clonard…Lay my cards on the line… My sense of Catholic education
What would you like to know from this session? – Need to knows….
With Head, Heart,
Hands &
Feet
A Framework for Educating for Justice & Peace

2. 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)

3. 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?
Our Catholic tradition gave us permission – directed us – although on the edges for many years.
Holocaust – the Church was strong and spirituality was strong – how could such horror happen in our Christian and educated world?
Poem:
JPII said 3 times as much about justice than sexual morality.
JP!! – 1986 – recognition of Australian Aboriginal & Torres Strait Islander Peoles in Alice Springs – calling for full reconciliation – still not realized.
Is it just being humanist?
Jesus is revealed through engagement with the poor
Justice is Catholic – Service is faith
J&P Framework – mainstreams something which hasn’t and probably won’t be completely mainstream
We’re in a fundamentally conservative orgnisation – in education and in Church – and it’s fundamentally unformed in this area as an institution
Pope Francis is reclaiming the centrality of justice and the preferential option for the poor
Not an add on in Church any more
A parish that isn’t involved in justice work is uncommon these days and can they call themselves Catholic?

4. “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
Recently made a martyr – long overdue many would say
Example of Jesus – Catholic Social Teaching
JPII said 3 times as much about justice than sexual morality.
JP!! – 1986 – recognition of Australian Aboriginal & Torres Strait Islander Peoles in Alice Springs – calling for full reconciliation – still not realized.
Is it just being humanist?
Jesus is revealed through engagement with the poor
Justice is Catholic – Service is faith
J&P Framework – mainstreams something which hasn’t and probably won’t be completely mainstream
We’re in a fundamentally conservative orgnisation – in education and in Church – and it’s fundamentally unformed in this area as an institution
Pope Francis is reclaiming the centrality of justice and the preferential option for the poor
Not an add on in Church any more
A parish that isn’t involved in justice work is uncommon these days and can they call themselves Catholic?

5. 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?
Our Catholic tradition gave us permission – directed us – although on the edges for many years.
Holocaust provided a catalyst for peace education globally

6. The Holocaust lead to considerable reflection upon how “we” let this tragedy happen. The development of Peace Education (non faith specific) was the result. Peace education is now being taught in University around the world, workshops are run with governments etc and it is filtering into secondary and primary schooling i.e. Sri Lanka and the Philippines.
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)

7. 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?
Our Catholic tradition gave us permission – directed us – although on the edges for many years.
Holocaust provided a catalyst for peace education globally
Australian Curriculum was supporting a J&P approach
Example of Jesus – Catholic Social Teaching
Holocaust – the Church was strong and spirituality was strong – how could such horror happen in our Christian and educated world?
Poem:
JPII said 3 times as much about justice than sexual morality.
JP!! – 1986 – recognition of Australian Aboriginal & Torres Strait Islander Peoles in Alice Springs – calling for full reconciliation – still not realized.
Is it just being humanist?
Jesus is revealed through engagement with the poor
Justice is Catholic – Service is faith
J&P Framework – mainstreams something which hasn’t and probably won’t be completely mainstream
We’re in a fundamentally conservative orgnisation – in education and in Church – and it’s fundamentally unformed in this area as an institution
Pope Francis is reclaiming the centrality of justice and the preferential option for the poor
Not an add on in Church any more
A parish that isn’t involved in justice work is uncommon these days and can they call themselves Catholic?

8. 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.
Cross-curriculum Priorities
Aboriginal and Torres Strait Islander Histories and Cultures
Asia and Australia’s Engagement with Asia
Sustainability
General Capabilities
Successful learner, confident and creative individual, and active and informed citizen
Ethical behaviour
Intercultural Understanding

9. 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?
Our Catholic tradition gave us permission – directed us – although on the edges for many years.
Holocaust provided a catalyst for peace education globally
Australian Curriculum was supporting a J&P approach
Call for a name/banner/umbrella for the many issues schools were called to address.

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

12. Central idea – educating for a better world for all
Domains – whole school endeavor which occurs in distinct domains – examples and inspirations are dynamic and move from domain to domain
Teaching and Learning Focus - What topics? Looks at the signs of the times, inspirations (modern saints etc), Foundations – gospels, charism, human rights etc…what do they tell you – all topics fall under the subheadings
Attributes of a Graduate - Hopeful, conscientised, engaged, spiritual, compassionate and ethical
Connections to Melbourne Declaration…
Dynamic - movement
Implementation – school audits, workshops (emphasizing what is already occurring that could be rejigged, how easy it is, lighthouse projects)

13. First Framework Results
St Patrick’s College Shorncliffe
Justice and Peace Curriculum Leader
Whole curriculum approach
JustUs 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
Mainstream
Conversations were had
Awareness was raised

15. Justice and Peace literacy – just like students need science literacy to succeed
Transformational curriculum remains the most difficult domain to implement across a whole school…

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

18. 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

19. 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

20. Core Approaches
Spirituality
Pedagogy
Leadership

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

22. 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

23. Educating for Justice & Peace Framework
a Bett W f H O P E F U L D G N O F T H E T I S I M E S E I S n d e e I c p e T l e n n d - V i o e n E c N n e N E N o a T n d I n d o l r a G l G a g o n o C h s b n f a A d i c o l S i l S y C r C u i G B e i t u t N n r m i z e v r e a n E c u i O e a s i c m t s h D P u
Integration of Justice & Peace themes
Developmental
- Scope & Sequence
Empowering, Reflective, Rigorous, Authentic u i i l o p C l m c
Indigenous Reconciliation u n n o m a S u t s I C l s h
Social Inclusion t a R i g i n a n b a l e m
Democratic Structures & Processes F u u H u t d r an es
Faith Formation
& Mentoring e
Service
& Solidarity Learning c t i u s S J N l a O
Prayer Ritual & Liturgy n I S i c o
Advocacy o T S i A N E n
Interfaith
& Ecumenical Dialogue t y D
Immersions
& Partnerships c t i N O I S g A a r U I E N p S i r g a i a l d O T T P i e F I t d c o l i A H R u S o A a l S D I T C I i t d y O y n s i t N N a A e r S i v U L D a l O C u r l t i u l t u F v a C t i n g a n d I n n o n e r P e li a t i a c e e c o n c i I d en ti t y , R C O A T E M P A N S S I O

24. 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.
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
Archbishop Oscar Romero
God made us for goodness, love and compassion. Our lives are transformed as much as the world is when we live with these truths
In every suffering brother and sister that we embrace, we embrace the suffering Body of Christ.
Pope Francis
Desmond Tutu
Laudato Si 217
Those who teach justice shall be like the stars forever.
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.
To evangelise
is to make the kingdom of God present in our world.
Daniel 12:3
Evangelii Gaudium n176
Lilla Watson
Lord, make me an instrument of your peace.
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.
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.
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
its own security.
Blessed Edmund Rice
Joan Chittister OSB
Pope Francis
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.
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.
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.
To believe in God is not just to love life but to work so there is life.
Jon Sobrino sj
Is 58: 6-7
© Edmund Rice Education Australia
web: I

25. 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?

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

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

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

29. 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

30. Your Learnings? Questions?

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