The unity of the human family does not submerge the identities of individuals, peoples and cultures, but makes them more transparent to each other and links them more closely in their legitimate diversity. Pope Benedict XVI, Charity in Truth: Caritas in Veritate (53), 2009 Introduction The theme for Social Jusce Week this year (September 12-18) is recognising our cultural diversity and fostering unity. Our 250 Catholic schools display a remarkable range of cultural groups. Some stascs will set the scene: 48% of students come from backgrounds other than English speaking. 20 schools have over 40% Māori students 20 schools have over 55% Pasifika students 9 schools have over 10% Asian students 9 schools have over 90% European students Up to 10 schools have between 10-20% students noted as ‘other’, indicang cultures other than the four largest groups. Of course within such large groupings are hundreds of different ethnic groupings based on language, tradions, religion, locaon and so on. The queson ‘Where do you come from?’ is a key one. Identy is important. We become who we are according to how we relate to others (whānuanatanga). Meeng people who look or speak differently can be challenging. John O’Donohue in his blessing ‘On meeng a stranger’ describes our reluctance to move out from our comfort zones as ‘weeds of weariness’ and from ‘old walls of habit.’ Somemes we have to confront our own prejudices or overcome a natural shyness. Pā Henare Tate chooses a whakatauki which describes the stching together of all the peoples as a process that stretches us and one which involves surrender. Tuia i te muka here tangata: stch them with the fibre that alone can knit people together. From ‘In journeying oſten …’ Tui Motu InterIslands, September 1997, p 16 Faith and culture cannot be separated. Catholic schools have some very successful programmes in place which are acvely growing respect for diverse cultures within a connected community. It is encouraging to hear about the efforts teachers are making to acknowledge and celebrate diversity for as our bishops note: The future of humanity itself has become dependent on the wise choices made by the human family to ensure the flourishing in abundance of life, love and diversity. A consistent ethic of life, New Zealand Catholic Bishops Conference, April, 1997, p 74 In this CD ROM No longer strangers, we focus on how recognising cultural diversity enriches the school community. The ideas aim to shed more light on Catholic social teaching with parcular emphasis on affirming human dignity and promong the common good.
Transcript
The unity of the human family does not submerge the identities of individuals, peoples and cultures, but makes them more transparent to each other
and links them more closely in their legitimate diversity.Pope Benedict XVI, Charity in Truth: Caritas in Veritate (53), 2009
IntroductionThe theme for Social Justice Week this year (September 12-18) is recognising our cultural diversity and fostering unity. Our 250 Catholic schools display a remarkable range of cultural groups. Some statistics will set the scene:
48% of students come from backgrounds other than English speaking.20 schools have over 40% Māori students20 schools have over 55% Pasifika students9 schools have over 10% Asian students9 schools have over 90% European studentsUp to 10 schools have between 10-20% students noted as ‘other’, indicating cultures other than the four largest groups.
Of course within such large groupings are hundreds of different ethnic groupings based on language, traditions, religion, location and so on. The question ‘Where do you come from?’ is a key one. Identity is important. We become who we are according to how we relate to others (whānuanatanga). Meeting people who look or speak differently can be challenging. John O’Donohue in his blessing ‘On meeting a stranger’ describes our reluctance to move out from our comfort zones as ‘weeds of weariness’ and from ‘old walls of habit.’ Sometimes we have to confront our own prejudices or overcome a natural shyness. Pā Henare Tate chooses a whakatauki which describes the stitching together of all the peoples as a process that stretches us and one which involves surrender.
Tuia i te muka here tangata: stitch them with the fibre that alone can knit people together. From ‘In journeying often …’ Tui Motu InterIslands, September 1997, p 16
Faith and culture cannot be separated. Catholic schools have some very successful programmes in place which are actively growing respect for diverse cultures within a connected community. It is encouraging to hear about the efforts teachers are making to acknowledge and celebrate diversity for as our bishops note:
The future of humanity itself has become dependent on the wise choices made by the human family to ensure the flourishing in abundance of life, love and diversity. A consistent ethic of life, New Zealand Catholic Bishops Conference, April, 1997, p 74
In this CD ROM No longer strangers, we focus on how recognising cultural diversity enriches the school community. The ideas aim to shed more light on Catholic social teaching with particular emphasis on affirming human dignity and promoting the common good.
No longer strangers: recognising our cultural diversity
This CD ROM is divided into several parts:Teacher information with an outline for school staff/team meetings. This section has activities •designed around the big question ‘How do we create an inclusive and connected school community?’ This is explored through three linked questions for reflection and action.Ideas for classroom activities for children Years 1 to 8 and for students Years 9 to 13. (While a •year level is indicated, the ideas could be adapted for any level.) These activities may help young people learn about some of the most fundamental aspects of our Catholic tradition, growing respectful and caring relationships through learning about and putting into practice the values of compassion, respect, empathy and humility.Two liturgies developed around the theme of cultural diversity - these are suitable for a range of •ages. There are opportunities for secondary leaders to write their own parts into the liturgy.
The CD ROM comes as part of the Social Justice Week schools’ package, which contains other supporting materials including wall posters and information about school visits for some dioceses.
Also in the pack you will find two booklets as formative background reading:Your people will be my people• , Social Justice series, No 15, Caritas Aotearoa New Zealand, 2010. This booklet is designed to provide background information and more in-depth analysis of cultural diversity within the Church in New Zealand.Creating inclusive and connected communities• , New Zealand Catholic Bishops Conference, 2010. This booklet is designed to support the work of parish pastoral councils.
Achievement ObjectivesContent will encourage learners – teachers as well as students – to:
reflect on their own identity and identify to which place they belong•link cultural diversity with Gospel values of mutual respect, compassion and empathy•demonstrate an ethic of care in our day-to-day lives •recognise issues such as discrimination, prejudice and stereotyping•discern different ways to acknowledge cultural diversity within a united school community•reflect on and make their own responses to the ideas presented.•
Diversity enriches our communities and should be seen as a source of blessing and peace.Social Justice Week statement 2010, New Zealand Catholic Bishops Conference
Whakatauki
Ko te manu e kai ana i te miro, nōna, te ngahere;Ko te manu e kai ana i te mātauranga, nōna te ao.
The bird that eats the miro berry knows the forest;The bird that absorbs knowledge understands the world.
(We are the bird: it is important to appreciate mātauranga Māori and other cultural kaupapa in order to understand ourselves and our world better.)
from Seeds of the word by Phil Cody
Only through an encounter with God are we able to see in the other something more than just another creature, to recognize the divine image in the other, thus truly coming to
discover him or her and to mature in a love that ‘becomes concern and care for the other.’Pope Benedict XVI, Charity in Truth: Caritas in Veritate, (11), 2009
Ideas for professional development
Learning outcomesLearners will:
reflect on the cultural panorama of this country and the implications for classroom teaching •explore ways the social teachings of the Church are linked to Gospel values and the Teacher’s •Code of EthicsFind out how different schools are demonstrating successful ways of acknowledging their •culturally diverse communities
How do we create an inclusive and connected school community?
A. Self-reflectionWhat comes into your mind when you think about cultural diversity?
My cultural panoramaWhat does culture mean to you?What do you understand by ‘New Zealand culture’?
B. Class teacher reflection How could the way I teach help all learners?
It’s not what you teach but the way you teachThe Treaty belongs to all of usStorytelling as a learning strategy
C. Whole school reflectionIn what ways is your school securing long-term interaction between cultures?
What cultures are in your school?Growing an ethic of careSurface and deep responses
Two recommended texts for further ideas are:New to New Zealand, D Bell (ed), Reed Publishing (NZ) Ltd, 2005 Defining Diversity, a facilitation manual to use with the ‘New to New Zealand’ publication, Ministry of Education, 2008 Ask your ESOL teacher for a copy of these or order from the Down the back of the chair, Ministry of Education Resources website: http://www.tki.org.nz/e/tki/
No longer strangers: recognising our cultural diversity
Karakia – Prayer
E te Ātua e aroha mai ana ki a mātouGod who loves each one of us;
Ko ōu iwi katoa hei iwi mō mātouAll your people are our people,
Āwhinatia mātou ki te mārama tētahi ki tētahiHelp us to understand each other
Kia whakapaingia tōu Hāhi,Let your Church be blessed,
E mahi tahi ana i roto i te kōmunio tūturu,As we work together in true communion.
ĀmeneAmen
No longer strangers: recognising our cultural diversity
A. Self-reflection
What comes into your mind when you think about cultural diversity?
Begin the session spending a short time reflecting on our own views about identity, belonging and culture.
L Activity 1 Feels familiarTake about 5 minutes to complete the diagram ‘Feels Familiar’ from Defining Diversity, Ministry of Education, 2008, p 14. >> Click here for ‘Feels Familiar’ diagram.
Follow upIntroduce yourself to the person next to youDescribe your race, ethnicity and nationality to themWhat words (categories) do you use to describe yourself?
L Activity 2 My cultural panoramaLook closely at the observable and hidden aspects of culture in the tree diagram. Image from New to New Zealand, D Bell (ed), Reed Publishing (NZ) Ltd, 2005, p 24>> Click here for tree diagram.
Think Pair Share. What were some interesting ideas you discovered from this?
L Activity 3 What is Culture?Take turns to read aloud these statements from Defining Diversity, pp 24-28.
Follow upWhat does culture mean to you?What do you understand by ‘New Zealand culture’?
‘We came looking for paradise, and
paradise we found but it wasn’t
enough, so we wept, and talked of leaving and never left.’ Kapka Kassabova
Culture is the integrated system
of socially acquired values, beliefs and rules of conduct, which delimit the range of accepted behaviours in any
given society.
Culture is learned;
it changes gradually and has different layers. It is
immeasurably pervasive and
complex.
Culture and
language are
closely linked.
Culture is not static.
The whole world is my village and all people
are my relatives.
No longer strangers: recognising our cultural diversity
In our diversity You are our common language, and when we meet You in each other there is recognition and rejoicing.
Joy Cowley, Psalms Down Under, p 61
B. Class teacher reflection
How could the way I teach help all learners?
It’s not what you teach but the way you teach that is important
Teacher ethicsThe New Zealand Code of Ethics for Registered Teachers alongside the Code of Ethics for Staff of New Zealand Catholic Schools, outline how teachers are ethically obliged to address the differing needs of students from varied ethnic backgrounds in order to provide equality of treatment. This requires them to acknowledge that each person is culturally positioned. And to successfully manage this requires such virtues as:
Integrity to be truthful and dependableVeracity enabling the act of sharing knowledge and truthFidelity to be true to the best interests of the learnerHumility the need for the professional to continue to learn (renewal)
The task of dealing with cultural diversity, under circumstances where the teacher can never be culturally neutral, makes humility especially desirable, because humility requires the professional to continue to work at both understanding and responding to the cultures of students whose cultural heritage he or she finds different. Our Special Catholic Character practised through the various schools’ charisms totally supports these understandings. Page 82 of the Code of Ethics for Staff of New Zealand Catholic Schools states: ‘We strive to live by values of truth, honesty, justice, goodness, love, reconciliation and respect for others.’
L Activity 4 School charismThe above statement is a brief summary of points from Alan Hall and Russell Bishop’s studies of teacher ethics, professionalism and cultural diversity.
Reference: Teacher Ethics, Professionalism and cultural diversity, Alan Hall and Russell Bishop. Extract from New Zealand Journal of Educational Studies, Vol. 36, No.2, 2001
DiscussHow does your Catholic school charism support these virtues?
No longer strangers: recognising our cultural diversity
L Activity 5 How do we work with diversity in our classrooms?Read the following list from Bishop and Hall outlining some alternative pedagogical approaches for the culturally relevant teacher.
Planning actions that will restore respect.• Learning how to handle the situation differently next time.• Ensuring class programmes include topics and examples relevant to all students in the class.• Considering curriculum from the perspective of different students.• Changing teacher-student relationships to give learners more opportunities to explore and • interpret curriculum from their individual cultural ways of knowing.
In pairs discuss what each of these might mean; Some examples are given:
Action What that means
Planning actions that will restore respect requires … Making structures safe to allow for sharing of views. Establish the tikanga of respect for all.Add your own
Learning how to handle the situation differently next time requires us to …
Add your own
Ensuring class programmes include topics and examples relevant to all students in class requires us to …
Emphasising not better or worse, just differentAdd your own
Considering curriculum from the perspective of different students requires …
Promoting the view that difference is ‘normal’Add your own
Changing teacher-student relationships to give learners more opportunities to explore and interpret curriculum from their individual cultural ways of knowing requires …
Add your own
Following are three practical solutions to changing the way we teach so that it is more inclusive.
No longer strangers: recognising our cultural diversity
An Inclusive Approach to Teaching
Inclusive practice offers to strengthen relationships within the school community. Some basic concepts of an inclusive approach include:
Respect
Fairness
Support and affirmation
Belonging
Identity
Participation and empowerment
Responsibility
Healing and forgiveness
No longer strangers: recognising our cultural diversity
The Treaty belongs to all of us
A good place to start addressing issues of difference is with the Treaty of Waitangi.As citizens of this land we need to understand how the Treaty belongs to all of us – with the rights and responsibilities that ‘belonging’ brings.
L Activity 6 Start with the following questions:
Where is my tūrangawaewae?What rights do I have there?What responsibilities do I have there?What are the icons in that place?Why are they your icons?
Teacher NoteThe use of the term ‘icon’ above can be broadly interpreted as that item, artefact, or symbol which serves as a distinct marker for you helping to define the special nature of that place.
An A4 template is provided in the Appendix.Appendix i: Authority of the Treaty
Authority of the Treaty – The Treaty belongs to all of us
How would you answer these questions?
Turangawaewae‘My place to stand’
What Rights do I have there?
What Responsibilities do I have there?
What are the Icons in that place?
Why?
No longer strangers: recognising our cultural diversity
Storytelling as a learning strategy
A second strategy is based on Jesus as a storyteller. We can use contemporary stories to consider the Christian message of inclusion, compassion and justice. Storytelling is a way of weaving together dreams so that the fabric that emerges is beautiful in its diversity. The Gospel becomes the patterned fabric for a global design.
L Activity 7What stories in the news this week about cultural difference are a cause for you to question, reflect or act?
Personal StorytellingWhile these stories draw on a drama form they are of practical use for all teachers. Stories must be in our own words if we are to avoid stereotyping. After a session introducing techniques of storytelling students can share stories about a childhood memory and a family memory.
Three sessions in how to work with storytelling in your classes are included in the Appendix. Appendix ii: Storytelling in three sessions
No longer strangers: recognising our cultural diversity
C. Whole school reflection
In what ways is your school securing long-term interaction between cultures?
L Activity 8 What cultures are in your school?Obtain a breakdown of the various ethnic groups.You can obtain them from your school administration files.What do you know about these different cultures?
For some useful information, greetings and simple facts, there are two reference books. Ask your ESOL teacher to share with you background information from the books.
New to New Zealand• , D Bell (ed), Reed Publishing (NZ) Ltd, 2005 Defining Diversity• , a facilitation manual to use with the ‘New to New Zealand’ publication, Ministry of Education, 2008
Or order from the Down the back of the chair, Ministry of Education Resources website: http://www.tki.org.nz/e/tki/
L Activity 9 Growing an ‘ethic of care’A Catholic school defines and acts upon the Christian values of empathy, compassion and justice. Included in the teacher’s code of ethics is an ‘ethic of care’ which focuses on the development of empathetic interrelationships between teachers and their students.
DiscussWhat does this ‘ethic of care’ look like in our school? Are we doing enough?
L Activity 10 Surface and deep responsesConsider mapping progress in celebrating and acknowledging the cultures in the school. You could draw this as a continuum from surface features to deep responses. Follow Activity 5 Post-it Notes p 17 and Activity 5b Post-it grid p 19 from the book Defining Diversity, a facilitation manual to use with the ‘New to New Zealand’ publication, Ministry of Education, 2008. For example:The surface response celebrating and acknowledging the cultures in the school looks like…
Assembly itemsEmploying ESOL teachersSchool counselling availableIntegration of language and cultures into units of work
The deep response of long term interaction between cultures looks like…Consultation with school and wider community when planning for diversitySupport for first language during parent interviews and on student reportsInviting community members to speak to your staff on an ongoing basisPermanent ethnic murals and visual messages around the school
Your people shall be my people, and your God, my God.Ruth 1:16
Deepen your knowledge
Your people will be my people
This booklet, Number 15 in the Caritas Social Justice Series, is included in this package.
More copies are available through the Caritas office or can be downloaded from our website: http://www.caritas.org.nz/.
If there is not enough time to work through the booklet you could use the PowerPoint on this CD ROM, which gives an account of many of the important points made in the booklet. Teacher Notes with the PowerPoint provide page references.
View the PowerPoint Your people will be my people summary.
Discuss the information and ideas presented around biculturalism and multiculturalism, especially in relation to what is happening in Aotearoa New Zealand.
Creating inclusive connected communities
The New Zealand Catholic Bishops Conference (NZCBC) has sent a formation booklet to every parish, inviting parish councils to reflect on issues linked to cultural diversity. On page 20 of the booklet there are a list of questions aimed at useful dialogue. For example:
Which new settlers in particular does our parish need to welcome? In what ways do we as a parish ‘welcome the stranger’?
In what way can change begin with us? How can we move beyond our comfort zones?
It might be worth your school using this checklist as well.
No.
15 Your people will be my people
Creating inclusive and connected communities
SOC
IAL
JUST
ICE
SE
RIE
S
Ko tōu iwi hei iwi mōku E fai lou nu’u mo’u nu’u 당신의 겨레가 저의 겨레요 Ko ho kakai ko hoku kakai
Ang iyong bayan ay magiging aking bayan Tu pueblo será mi pueblo 你的同胞就是我的同胞
Ko tōu iwi hei iwi mōku:
Your people will be my people
Creating inclusive and connected communities
Formation material For CatholiC parish pastoral CounCils
New Zealand Catholic Bishops Conference
The principles of Catholic social teaching provide a blueprint for how we can live more justly, share more generously, and act with mercy towards everyone.
Catholic Social Teaching Our concern for the other is rooted in the teachings of the Bible, but there is also a rich collection of documents that explain what we call Catholic social teaching.
Two key themes are particularly relevant for this resource focus.
Justice affirms the dignity of the human personThe living image of Te Atua can be seen in every person who is unique, unrepeatable and tapu. Our true identity as God’s sons and daughters is revealed to us in Hehu Karaiti, the perfect image of God. All persons are equal in dignity regardless of gender, race, class, sexual orientation or other human categorisations. Our human dignity can be recognised and protected only in community with others.
Justice promotes the common goodA society must act for the common good – the well-being of all people and of the whole person. The common good is the sum total of all those conditions of social living – economic, political, and cultural – which make it possible for women and men to achieve their human potential, individual rights are always experienced within the context of the promotion of the common good.
From Religious Education Programme, NCRS, Strand Social Justice 12B: Justice and Peace, p 26
Scripture stories
The stories of the Good Samaritan and of Pentecost are featured in this CD ROM in the activities and the liturgies for Years 1 to 13.
The Good Samaritan Luke 10: 25-37
The point of this story is that the person who showed compassion was a member of a people (Samaritans) that Jews hated. This was because, during the exile, Samaritans who stayed in Israel intermarried and dared to worship God in their own community, not just in Jerusalem.
But a certain Samaritan, as he journeyed, came where he was: and when he saw him he had compassion on him. Luke 10: 33
We are reminded of the virtue of compassion – how we are to show concern and care for all regardless of race or class.
Pentecost – Many languages John 20: 19-23 Acts 1:12-14, 2:1-11
Pentecost is still about all Jews and Jewish converts – BUT they all spoke different LANGUAGES because they lived far and wide. Pentecost is the Jewish feast held 50 (pente) days after Passover. Over the years it has variously celebrated the giving of the law at Sinai, coming into the Promised Land and the first harvest. It became a pilgrimage feast (one of three, like Passover in the Jewish calendar) after the exile and diaspora. That is why Medes and Persians and others mentioned were all gathered in Jerusalem. They brought first fruits of the grain harvest or whatever else they were growing (dried instead of fresh fruits if they were travelling.) The disciples came back from Galilee for the pilgrimage, along with Mary and the other women. Then suddenly it dawns on the disciples that they can and should carry Jesus’ message to all the Jews from foreign lands (still Jews, not Gentiles, that started mostly from Antioch, Syria just before Paul’s conversion.) Pentecost is known by Jews today as the Feast of Weeks/Shavuot and is often marked by festive dairy based meals (ie. from the ‘land of milk and honey’).
They were all filled with the Spirit and began to talk in other languages, as the Spirit enabled them to speak. Acts 2
We are reminded of the virtue of empathy – how we are to communicate and have dialogue with different cultural /language groups.
ReflectionLet us quietly reflect for a moment and consider the good news from Matthew 5:48:
Live generously and graciously toward others,the way God has lived towards you.
No longer strangers: recognising our cultural diversity
To add variety in retelling Scripture stories you could …
Adapt the words for the age of the audienceUpdate the ideas to create meaningful contextsAsk questions about what happens nextUse voice, pace and expression to hold the audienceIntroduce the story with a concrete object – eg picture, coinAdd sensory words as you tell the storyTell the story through a puppet
Developing a Global EthicDr Hans Kung, Director of the Global Ethic Foundation, prepared a chart that summarises four common areas of endeavour. This chart appeared in Tui Motu InterIslands November 2004.
The four areas of endeavour speak clearly of the unity of our human family. It is a good starting point for thinking about how we can create inclusive and connected communities. It is particularly relevant when we think about religious diversity.
Appendix iii: Global Ethic
‘Diversity enriches our communities and should be seen as a source of blessing and peace. Understanding our differences can enrich our common humanity. This is the ideal we wish to be working towards, recognising the unique contribution cultural differences can make to the common good. Openness to understanding our different cultural heritages will help eliminate prejudice.’ Your people will be my people, Social Justice series, No 15, Caritas Aotearoa New Zealand, 2010, p 4.
Aotearoa New Zealand - Diverse, Equal, Harmonious
New Zealand Diversity Action Programme
This programme facilitated and promoted by the Human Rights Commission aims to:Recognise and celebrate the cultural diversity of our society• Promote the equal enjoyment by everyone of their civil, political, economic, social and cultural • rights, regardless of race, colour, ethnicity or national originFoster harmonious relations between diverse peoples.•
Who is it for?Any organisation that supports the vision of a diverse, equal and harmonious Aotearoa New Zealand and is taking practical steps towards it within their own organisation or in their community – for themselves, for those they serve or deal with, or for those they live alongside.
What you could do next?Find out more. Go to the Human Rights Commission website:http://www.hrc.co.nz/home/default.php
For information on the Diversity Action Programme go to this website:http://www.hrc.co.nz/home/hrc/racerelations/tengirathenzdiversityactionprogramme/tengirathenzdiversityactionprogramme.php
What is your school doing that you’d like to share?Read the selection of stories featured in A tapestry of ideas from schools. Maybe you have a story to tell?
Share your goals, stories and feedback with the wider community. Send them to us to share on the Caritas website.
Websites with more information
New Zealand
Caritas Aotearoa New Zealandhttp://www.caritas.org.nz
