Transcript Slide 1
The Adoration of The Magi on The Strand Jan Hynes “We think sometimes that poverty is only being hungry, naked and homeless. The poverty of being unwanted, unloved and uncared for is the greatest poverty. We must start in our own homes to remedy this kind of poverty.” GFor I was hungry and you gave me food, I was thirsty and you gave me drink, I was a stranger and you made me welcome, lacking clothes and you clothed me, sick and you visted me, in prison and you came to see me… Matthew 25 : 35 – 36 As for Mary, she treasured all these things and pondered them in her heart. Luke 2 Marcellin Champagant “good citizens” “Good and appropriate” community involvement wanting to do things “with” people, not “for people” nor “to people” This matched our desire to move from a charity model to a relational model – prosperity gospel to solidarity gospel – inward looking to a bit more outward looking. The Spirit is alive and active in the young people of today There are five doorways into the spirituality of young people .. through social justice issues community liturgy environment spirituality It is good for young people to minister with other young people Charity model Solidarity Action for justice Handouts, I give of my excess to another – creates dependency Social service deals with the immediate problem eg food shelter clothing financial support Being present with Relational Walk in the shoes of another Action, reflection, action or See Judge, Act Begins by asking, “how do I feel about this?” Social action investigates and analyses Social action reflects on God’s word Social action plans the best action to get at the cause of the problem “Action on behalf of justice and the participation in the transformation of the world fully appear to us as a constitutive dimension of the preaching of the Gospel, or, in other words, of the Church’s mission for the redemption of the human race and its liberation from every oppressive situation.” Justice in the World, Synod of Bishops 1971 (#06) In the way of St. Marcellin Champagnat, we young Marists of Mt Maria College attempt to live our lives as Catholic Christians, followers of Jesus in the way of Mary. This is what Yahweh asks of you; only this, to act justly, love tenderly and walk humbly with your God. Micah 6:8 to promote awareness of social justice issues within the college and beyond Provide opportunities for students to get involved in service and justice programs. Raise funds for service and justice programs Caritas shop – Fair trade products working in partnership with the Good Shepherd Sisters and the Fair Trade shop Enoggera Friday morning tea, Mitchelton Thursday morning tea Fund raising: sausage sizzles and juices each week Year 8 – run the Caritas Fair trade Shop (8-12) Year 9 – respite centre visitation each week voluntary Year 10 – working with the homeless at Ozcare every second Tuesday after school 3-6.30pm Year 11 – Street retreat – preparing and service bbq with people from the Brisbane Homelessness Service Centre 8-3pm compolsory Year 12 – Rosies street Retreat Monday evenings 6-11pm; Mates BBQ Bronze- 10 hours of service Silver - 20 hours of service Gold – 30 hours of service Students should keep a record in the contributions to college life section of their diary and have signed by the adult in charge. Present to APRE or campus minister. Badges will be presented at college assemblies. Via our presence on the street, we endeavour the following: To continually recognise and honour the dignity of the human person; The nurturing of right relationships with our patrons and each other Term Term Term Term 1Caritas Australia 2 MAPS – Marist Asia Pacific Solidarity 3 Rosies 4 SVDP Catholic Mission To stand in solidarity with, and offer hope and companionship to those who experience isolation, loneliness and alienation WHAT: How we can respond to the challenge Jesus places before us to care for those on the margins of our society? WHY: Dignity of the person and to nurture right relationships of respect with those most marginal within our society VENUE: St Mary’s Catholic Community house and Brisbane Homelessness Service Centre, 20 Merivale Street, South Brisbane. Create an opportunity for students and staff to have a personal experience of contact with the homeless and marginalised people of Brisbane; For students in a Catholic school the street retreat gives its volunteers the opportunity to experience how other members of our community, who have not had such a fortunate upbringing as ourselves, are forced to live their lives; Challenge the volunteers to critique the reasons behind poverty and homelessness in our society, and give them the personal experience and knowledge required explore the subjected with rationalised thinking. Three major themes run through Scripture and Catholic social teaching. A core theme is that each human person is made in the image and likeness of God and thus has an inalienable human dignity and worth. Derived from this core theme are two further themes namely, the rights and duties that are proper to human persons and the freedom and responsibility that underpin these rights and duties. To work in community towards building the kingdom of God of justice and peace here on earth in right relationship with each other and the earth. To check in as to how the day went! If someone is a little ‘fragile’ because of what happened on street they are to report this to the teacher in charge/counsellor to ensure this student is followed up. The Staff will run a brief debrief time. How was today for you? Why? What did you value / enjoy? Why? What did you find difficult? Why? What would you do differently? Why? Research on service-learning indicates that reflection enhances students’ learning. Students are more likely to transform their service experiences into learning if they undertake reflection. allows students to set personal goals. allows identification ofstudents who need extra support and address students’ concerns. Jotting things we discussed in feedback session in car on way home last night.... they noticed a man in a suit and tie with a leather case and cool haircut and wondered why he was there....we chatted about alternatives that could have brought him to that point...divorce, unemployment...he could be working parttime in a low paid job and supporting his kids with it and then have no money to support himself beyond the $10 a night at the hostel..... they noticed the warmth, friendliness and gratitude of the patrons and were surprised.... they noticed the patrons sat as individuals in a crowded room with low level ability to communicate with others and, they noticed that those who did sit in a huddle and communicate were saying 'fuck' every third word...the students were not phased by this...students saw that as "their language" for communicating their feelings which I thought was perceptive and loving....we discussed alternatives about 'why'....low communication skills, low level education, fear of rejection, hurt, pride, shame, embarrassment, hardened with a thick skin or constructed barrier to protect their vulnerability from years of hurt, rejection etc.... we discussed the possible reality of some of the patrons....young boys kicked out of home due to change to family structure or family breakdown, drug issues; divorced men who are not able to cope without their family, formerly parolled prisoners learning to find their way back into society in a supported way...opened their eyes and hearts. basically this process demythologised the students concept of homeless people.....this raised the issue of a school principal who is homeless...we discussed her story....protracted illness which necesitated her selling her home to pay her medical bills which resulted in her homelessness...she is a voice now for homeless people now...we agreed that God works in mysterious way....students said "Gee I hope I never end up homeless"...they realised it could happen to anyone and were keen to go back and do things to support those who were....cooll!! Identify the issue Describe the injustice from the point of view of those who are being oppressed, discriminated against or disadvantaged in some way. Research the facts and gather information about the issue. What is happening? Who is winning or benefiting? Who is losing? Who are the decision makers in the situation? The ‘three simple questions’ strategy can help students clarify their actions, the importance of their actions and the road ahead. The strategy involves asking and responding to the following questions: Students describe what has happened. ‘Simply’ describing what they have done, often triggers an ‘aha moment’. Students discuss the importance of what they have done. What has been achieved as a result of students’ actions and what have they learned? Students discuss what they can do next. How can they channel their understanding of their previous actions and the effects into continued action? What have you learned about yourself through this experience? How has this experience challenged ideas you had about particular groups of people or issues? Will your experiences change the way you act? What have you learned about the agency where you did your service or the community? Did you feel you were of help? What more could you do to help? What feelings did you experience, eg failure, success, indecision, doubt, humour, frustration, happiness, sadness? What did you learn through your community service experience that you think you wouldn’t learn in class?