Saturday, October 22

Regional Presentation II

Europe, Africa, South America


Photo Albumof the day

Europe

Presentation
60 schools in 10 countries within 6 independent networks and 7 different languages (cultures)
Within the varying schools -- much diversity, rich variety

European Network
2009 European Heads Conference -- develop a network -- not to replace, but work more closely together
Question of identity -- as numbers of RSCJ diminish, must "lean" against each other to develop and share best practices and resources
Development and implementation of SH mission (ethos)
Improve relationships and building partnerships

European Network of Sacred Heart Schools
http://www.sc-europe.net

(video)

Scotland
Presentation powerpoint

Living out the Goals of SH
Ireland
Scotland
Malta

Head of the Network -- Head Teachers -- Goals Coordinators -- meet annually for two days reviewing activities in schools
Choose one goal per year with consistency within schools
Set on a strategi plan with details on Objectives, actions, targets
Evaluate progress and share ideas

Integration depends on the Goals Coordinators
All staff support the porocess
Provide sufficient time and resources
KEY is an enthusiasitc Goals coodinator to "drive" the activities and promote

Austria
Case Study -- Gymnasium Sacre COeur WIen, Austria
"Compassion"
Students intern at 20-25 organizations that impacts view of the world and what happens in their communities (social responsibility)
Pilgrim - Living Consciously (sustainability) Dimiension of Sustainability (Economics, Ecology, Social Affairs --- meeting with Spirituality)
Dialog between religions and their approach to sustainability
England

Spain
Presentation powerpoint
9 schools who receive funding from teh government and very different (middle social class....poor social class)
Four Topics
Justice
Peace
Integrity
Many in-fighting and jobless families -- curriculum forms the students in dealing with these personal issues -- finding peace amongst the students which translates to the families and their opinions -- changing families through the formation of the children
Listen without interruption
Speak with respect
Keeping information in the classroom (discreet)
Creating a beautiful experience
Social Formation
high school age students -- within the curriuclum not extra curricular
Learn and then teach to others
Service to women, children and immigrants in teams of four (an actual class within the school day)
Grupos Barat
Pray to and for the Sacred Heart family
Share totality with others
Contents:
History of SH
Social Action content
Activiites:
Students develop and choose
Discuss through Internet connections (blogs)

Africa


Egypt
Presentation
Muslims and Christians place high importance on faith inspite of dangers and issues
All believe in the necessity to build a secure and safe world for our children -- planting seeds of love and hope, no better place or mission than SH

Sacre-Coeur Ghamra
1904 (Cairo)
Language of instruction (French)
50% Christian/50% Muslim

Obstacles
Strict control of the ministry of education
Conservatism imposed by religion and tradtion
Overcrowded classrooms
Excessive interference of parents and their hierarchy of priorities
Recruitment of competent teachers

Strengths
Diversity and tolerance
Strong involvement of nuns
Authority not contested
Atmosphere of unity and peace
Openness to the others and sense of belonging

DR Congo
Video I
Video II

Two (2) kindergarten schools
Seven (7) elementary schools
secondary schools

Education is controlled by the state and SH must belong tothe public system
School is resonsible for hiring teachers and recruiting students -- "state" pays teacher salaries
But, the "state" has "defected" its responsibilities and the families are now paying teacher salaries

Now, many children have no access to education and run the streets.

Staff has organized a situation to love together in order to save money and allow affording the school.- created an organization through which they contribute portions of their salary to sustain the school and children and to take care of each other (health, etc.)

Faculty and staff meet to create curriculum and structure of classes -- in the course of studies, teachers who teach the same subjects meet to collaborate

Educative project -- teach the students truth, love -- teach responsibility and character
IE: student government and leadership with a student parliament -- student senators are elected by the students -- enter into debates for the elections

Participate in action projects to protect and clean the environment

School insists on awareness of "cleanliness" -- Awarded as cleanest school in the entire country...
Teach students about energy and conserving the environment -- planting trees
Spirit of justice

One is never really poor, because one can always find someone more poor.

Conferences for students -- fighting corruption and sexual violence (war)
Create time for student activities each week -- cultural and sports events

Mexico/Latin America
Letter from Latin America


Presentation

Video I

Video II
Network -- REDLAC (Argentina, Uruguay, Peru, Mexicao, USA, Spain)
Five (5) schools
K-12 grade
Primary and Middle Schools

Poor and marginalized students -- community has animals and gardens which are taken of by students

Strengths
Sacred Heart Educators -- sharing
"Diploma" course for SH educators to encourage
Experience of schools with more than 100 years
Network providing a clear path
Charism -- awareness

Obstacles
Accelerated demand of changes in education and social environments
Consumer-oriented mind as a way of life
Domestic education systems demands

Reasons for Failure
Building the experiences of others
Extra hours and workload
JPIC goes against the culture
Modifying beliefs
Conception of justice is different for people
Short term vs. long term
Create a "habit" of study, program, etc.
Areas of focus -- substantial awareness of social responsibility in ALL (all are SH educators and learning)
Service encourages the promotion of a practice
CItizenship is encouraged based on environment
Develop "psycho-social" skills toward non-violent resolution

(video)

_-----


Regional Presentations
1. Asia: India, Taiwan, Korea, Japan (Mieko Uno, rscj)
- cultural and socio-economic differences
- India
--1939 Society comes to India
--low income, socio marginalized
-- many cultures in one country: sometimes creates violence; need for dialogue; celebrating many different religious feasts
- Korea
-- government sends students and faculty; lack of freedom to run own curriculum
-- 14 RSCJ at the school
-- ECO trip: study of global warming, energy issues
- Taiwan
-- 1960
-- "Earth Project" (earth, agriculture, resource, technology, health)
-- government requires four hours of environmental curriculum
-- e.g health - sustainable life; Thursdays: vegetarian lunch
-Japan
-- seven schools
-- earthquake the big issue for Japan-> review of life and values; need for relationships
-- population of children decreasing
-- finding Catholic lay faculty
-- SOFIS study Meeting: raise social awareness of global issues in everyday life and make a positive contribution I. Response to these issues, e.g. Realization of multiculturalism

2. New Zealand/Australia
- great strength in goals and the development of the region

3. North America (Barbara Rogers, rscj)
- 22 in US and 2 in Canada
- differences between Canada and US
- Montreal is only school that receives government funding
- financing very diverse
- commitment to financial aid
- each school very different - no real pattern, "an American SH school is like this..."
- 1815 Constiutions animate our work
-- active prayer of membership
-- love for poor
- 1818 arrival of Philippine
-- same year as the purchase of the Hotel Biron, symbol of wealth and power of the Society while the Religious were living on the edge along the Mississippi
-- Philippine animated to bring Christ to the Native Americans
-- schools in response to what the bishops wanted
- America lives in the paradox of wealth and opportunity and poverty and need
-- commitment to service
-- reflection and analysis, service and advocacy
-- reciprocity is our challenge
- America is a culture of consumerism: more, better, faster, and our schools are caught in that fray
- RC largest church in the US
- how to educate to a church that does not welcome so many
- increasing seculiarism in US and how we respond

4. Europe (Reinhard and Michael)
- 60 schools across Europe in 10 countries, 6 networks, 7 languages
- trying to form a network amongst many diverse schools, countries, and cultures
-- 2009 conference in Paris-> move to form a network
-- aim a question of identity and plan for the future
-- develop and implement SH ethos
-- building partnerships among schools
-- **www.sc-Europe.net**
- Living the Goals
-- hard because of the diversity
-- faith, character, intellect, community, social awareness
---- choose one goal per year
-- integrate goal and objectives into the school plan
-- Goals coordinators in each school

5. Spain (Maria Jose Dominguez, rscj)
- Diversity of schools
-- Hueva - very poor
-- Granada- required programs per grade, eg 15 years old: immigrants, children, elderly
-Barat Groups (seems like small communities within the school)

6. Gharma, Egypt (Carol Doss)
- felt isolated
- crucial time in Egypt
-- anxious, threatened, worry about elections
-- people in Egypt are faith filled, so people hope God will prevail (Christian and Muslim)
- school founded in 1904
- collaboration is not an option; it is a necessity
- school in city center in Cairo, once the suburbs, next to the Coptic cathedral
- language of instruction is French
- five nuns at SC
- 50% Christian; 50% Muslim
Challenges
- under strict control of Ministry of Education- hands tied, including school fees, enrollment, drastic changes depending on the current Minister
-Taboo topics
-- very conservative families, culture limits what the school can do, e.g. bible interpretation
-- extra curriculars
- over crowded classrooms, 40/ class
- special needs not taken into consideration, e.g. LD
- interference of parents; focus on high grades
- recruit net of competent teachers: teachers are not trained well for this type of school
- huge emigration after revolution, 25 January
- nuns' presence a great strength at the school

7. The Congo (Edouard Ghislain)
- three schools attending
-- lycee Kivuvu
-- lycee SC
-- lycee Kimwenza
- state controls all education, public and private, pays teachers' salaries, controls curriculum
- stae has defected it's duties so now parents must assume the burden, and they are very poor (many
Now run the streets because their parents cannot afford fees)
- RSCJ are a light in a dark world
- DH are among the best in the Congo
- 500 SH staff in the Congo
- association

(Gerry Grossman)